African journal of disability · 2022
The subjective experiences of students with invisible disabilities at a historically disadvantaged university.
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de Beer Carushca, Isaacs Serena, Lawrence Cameron, Cebekhulu Gugulethu, Morkel Jade M, Nell Jonathan, Mpisane Noluthando, van Tonder Wayne P, Mayman Yolanda R, Thobejane Lobisa Z, Pedro Athena
Аннотация
BACKGROUND: Despite policies that promote inclusivity of students with various challenges, students with invisible disabilities at higher learning institutions may encounter various levels of stigma and marginalisation. This primarily stems from a lack of awareness about what invisible disabilities encompass, and very importantly, how they affect those who live with them.
OBJECTIVE: This study explored the subjective experiences of students with invisible disabilities at a historically disadvantaged university.
METHOD: This study used a qualitative approach to facilitate the exploration of the subjective experiences of students with invisible disabilities. Twelve students with invisible disabilities were interviewed online via Google Meet platform, using semi-structured interviews. Interviews were transcribed verbatim and analysed using a thematic analysis.
RESULTS: Three thematic domains were identified, invisibly disabled students' subjective experiences within the context of (1) home and community, (2) university life and (3) support offered at their university.
CONCLUSION: This study's findings highlight the importance of awareness of invisible disabilities in higher education. Support for students with invisible disabilities, and breaking down the barriers to it, can compound better experiences in the lives of those who have invisible disabilities. Targeted awareness campaigns could contribute to more mindful learning and teaching practices and improve the overall experience of these students. This information can also be used to promote awareness of students with invisible disabilities in higher education institutions.
OBJECTIVE: This study explored the subjective experiences of students with invisible disabilities at a historically disadvantaged university.
METHOD: This study used a qualitative approach to facilitate the exploration of the subjective experiences of students with invisible disabilities. Twelve students with invisible disabilities were interviewed online via Google Meet platform, using semi-structured interviews. Interviews were transcribed verbatim and analysed using a thematic analysis.
RESULTS: Three thematic domains were identified, invisibly disabled students' subjective experiences within the context of (1) home and community, (2) university life and (3) support offered at their university.
CONCLUSION: This study's findings highlight the importance of awareness of invisible disabilities in higher education. Support for students with invisible disabilities, and breaking down the barriers to it, can compound better experiences in the lives of those who have invisible disabilities. Targeted awareness campaigns could contribute to more mindful learning and teaching practices and improve the overall experience of these students. This information can also be used to promote awareness of students with invisible disabilities in higher education institutions.