Year 2020, Volume 21 , Issue 3, Pages 18 - 26 2020-07-01

TEACHING AND LEARNING SUPPORT FOR STUDENTS WITH DISABILITIES: ISSUES AND PERSPECTIVES IN OPEN DISTANCE E-LEARNING

Sithabile NTOMBELA [1]


The transformation of higher education, in line with the South African Constitution, has led to increased enrolments of students with disabilities. However, limited research has been conducted on teaching and learning support these students receive. Access of students with disabilities in higher education is a human rights issue yet research shows that it has not been linked to increase in instructional support. As such, their participation has been limited. Some of the barriers limiting their participation are lecturers’ negative attitudes due to lack of disability awareness and the unavailability or inadequacy of support in teaching and learning. As a result, higher education institutions have not succeeded in creating enabling teaching and learning environments for these students. This paper seeks to initiate discussion about the teaching and learning support needs of students with disabilities, particularly in an Open Distance e-Learning context and to propose strategies that can be employed to increase the quality of their participation and improve their academic outcomes.
Students with disabilities; teaching and learning support, Open Distance e-Learning, higher education, access, participation
  • Department of Education (South Africa) (1997a). Education White Paper 3: A Programme for Higher Education Transformation. Pretoria: Department of Education.
Primary Language en
Subjects Social
Journal Section Articles
Authors

Orcid: 0000-0003-4196-9769
Author: Sithabile NTOMBELA (Primary Author)
Institution: University of South Africa
Country: South Africa


Dates

Application Date : May 19, 2019
Acceptance Date : August 7, 2020
Publication Date : July 1, 2020

APA Ntombela, S . (2020). TEACHING AND LEARNING SUPPORT FOR STUDENTS WITH DISABILITIES: ISSUES AND PERSPECTIVES IN OPEN DISTANCE E-LEARNING . Turkish Online Journal of Distance Education , 21 (3) , 18-26 . DOI: 10.17718/tojde.761919