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 Mckenzie, Judith Lorenzo, Theresa | |
| 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 | |
| Date | 2015-07-17 | |
| Identifier | 10.4102/ajod.v4i1.157 | |
| Source | African Journal of Disability; Vol 4, No 1 (2015); 8 pages 2226-7220 2223-9170 | |
| Language | eng | |
| Relation |
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
https://ajod.org/index.php/ajod/article/view/157/339
https://ajod.org/index.php/ajod/article/view/157/340
https://ajod.org/index.php/ajod/article/view/157/341
https://ajod.org/index.php/ajod/article/view/157/322
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