Record Details

Enabling disability inclusive practices within the University of Cape Town curriculum: A case study

African Journal of Disability


 
 
Field Value
 
Title Enabling disability inclusive practices within the University of Cape Town curriculum: A case study
 
Creator Ohajunwa, Chioma; Disability Studies Programme, Department of Health and Rehabilitation Sciences, Faculty of Health Sciences, University of Cape Town Mckenzie, Judith; Disability Studies Programme, Department of Health and Rehabilitation Sciences, Faculty of Health Sciences, University of Cape Town Lorenzo, Theresa; Disability Studies Programme, Department of Health and Rehabilitation Sciences, Faculty of Health Sciences, University of Cape Town
 
Subject — —
Description Background: Disability inclusion in the curricula of higher education institutions contributes to socially responsive graduates with a capacity to address the cross-cutting issue of disability in development. This article discusses a study conducted at the University of Cape Town (UCT), South Africa, to explore disability inclusion. Methodology: An instrumental case study approach was adopted and a thematic analysis of data was done. Findings: Academic staff found a variety of ways to include disability, such as discussions in class, practice and service learning, but mainly as part of disciplinary requirements. Including disability as an issue of social justice stems mostly from the personal interest of staff, and is done in an ad hoc manner. Conclusion: Disability should be valued, and integrated into the curriculum in a structured manner as a perspective on diversity with which to interrogate our beliefs about ourselves and society. Theorising on disability is needed, as well as the unique perspectives that emerge across interdisciplinary boundaries, especially within the African context.
 
Publisher AOSIS Publishing
 
Contributor
Date 2015-07-17
 
Type — —
Format text/html application/octet-stream text/xml application/pdf
Identifier 10.4102/ajod.v4i1.157
 
Source African Journal of Disability; Vol 4, No 1 (2015); 8 pages
 
Language en
 
Coverage — — —
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