Asking for Too Much? The Voices of Students with Disabilities in Botswana

Autor/inn/en	Moswela, Emmanuel; Mukhopadhyay, Sourav
Titel	Asking for Too Much? The Voices of Students with Disabilities in Botswana
Quelle	In: Disability & Society, 26 (2011) 3, S.307-319 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0968-7599
Schlagwörter	Focus Groups; Disabilities; Special Needs Students; Foreign Countries; Data Analysis; Access to Education; College Students; Barriers; Attitudes toward Disabilities; Paying for College; Accessibility (for Disabled); Educational Policy; Student Personnel Services; Knowledge Level; Social Influences; Social Attitudes; Higher Education; Botswana + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Sonderpädagogischer Förderbedarf; Ausland; Auswertung; Education; Access; Bildung; Zugang; Bildungszugang; Collegestudent; Studienfinanzierung; Accessibility; Zugänglichkeit; Politics of education; Bildungspolitik; Wissensbasis; Sozialer Einfluss; Social attidude; Soziale Einstellung; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Students with disabilities are under-represented in higher education (HE) institutions in Botswana. The number of students with disabilities is on the rise but parity has not been attained. The struggle of students with disabilities to access and participate in HE remains an issue of great concern for disability activists and researchers. This paper sought to document the experiences of university students with disabilities in their struggle to access and participate in HE. Seven students with disabilities took part in the study. Data were gathered through semi-structured focus group interviews. Later on these data were triangulated with an access-audit of facilities. Constant comparison methods were used for data analysis. Six themes emerged, namely: attitudinal barriers; resource barriers; structural barriers; policy related issues; lack of support mechanisms; and lack of skills and knowledge. Implications of the findings to institutions of higher learning are discussed in order to promote wider participation for students with disabilities in HE in Botswana. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10