Services for Students with Disabilities

Information that outlines the policies and services provided by the following South African Higher Education Institutions:  University of Cape Town  Central University of Technology, F

SUPPORT SERVICES FOR STUDENTS WITH DISABILITIES AT SOUTH AFRICAN HIGHER EDUCATION INSTITUTIONS

2009

1 Information that outlines the policies and services provided by the following

South African Higher Education Institutions:

 University of Cape Town

 Central University of Technology, Free State

 University of Johannesburg

 University of Pretoria

 University of Rhodes

 University of South Africa

 Tshwane University of Technology

 University of the Western Cape

 University of the Witwatersrand

 University of Venda

 University of Zululand

2 The contact details of all Disability offices at Higher Education Institutions

UNIVERSITY OF CAPE TOWN

DEPARTMENT OF STUDENT AFFAIRS

DISABILITY SERVICE

Steve Biko Students Union, Upper Campus

Room 4.03, Level 4 (above the Food Court)

University of Cape Town

* Physical access problems as a result of the built environment

* Access to information as a result of sensory impairment

* Problems related to chronic illness, learning and psychological disabilities

We do our best to provide support for students in all these areas, and we are involved

in an ongoing process of acquiring knowledge and understanding both of particularneeds and the ways of meeting those needs

This booklet contains a summary of the services we provide to students living withdisabilities

1 PHYSICAL ACCESS TO UCT CAMPUSES

The University of Cape Town is considered by many as one of the most beautifullysituated campuses in the world, nestling as it does on the slopes of Table Mountain, afact that the built environment must necessarily reflect – level changes, flights ofstairs are an inescapable fact Many of its buildings date from the 1920s and 1930s,predating by many decades the changes in the social climate that would acknowledgeand address the right of access to education by persons with disabilities

This situation is further complicated by the fact that in addition to the Groote SchuurCampus, UCT has three smaller campuses: the Medical School in Observatory, theHiddingh Campus in the Gardens, and the Breakwater Campus at the Waterfront As aresult access issues of various kinds present a major challenge to the Universitycommunity

In the first place therefore the Disability Service strives to ensure that any newbuilding work undertaken by the University meets with internationally agreedstandards of universal design principles

But this does not solve the enormous problems posed by the existing builtenvironment Consequently an important part of our work consists in identifyingproblem areas on UCT campuses for individuals with mobility impairments andfinding solutions to them This entails lobbying for and facilitating on an ongoingbasis the upgrading of existing buildings in terms of building ramps, installing lifts,widening doorways, modifying cloakrooms

In the mean time, we have developed a map indicating accessible routes on campus toaddress the access challenges that the University environment currently poses

Other accommodations we offer include:

 Scribes or voice activated software for tests and examinations in the case ofstudents with impaired upper limb function

 Designated parking close to the main department in which the student isregistered

 Arranging where necessary reassigning of classrooms and lecture theatres aswell as alternative exam venues

 Transport by means of a fully accessible bus between residences and lecturevenues

 Wheelchair accessible residential accommodation

2 ACCESS TO INFORMATION

2.1 Students with visual impairment

For visually impaired and blind students, the most important facility is our TextConversion and Assistive Technology Service We provide access to study materialfor visually impaired students in their preferred medium, be it large print, Braille,etext or audio format We have a computer laboratory equipped with computers withJaws, email and internet access Printing, Braille embossing and text scanningfacilities are also available For partially sighted students we have screen enhancingsoftware (Zoom Text), a Merlin Desktop Reader and text enlarging facilities.Examination and test papers are put into the student's preferred medium Tests andexams are written on computers with screen-reading software Students are able, iftheir computer skills are not sufficiently developed, to write their examinations inbraille, which will then be transcribed, but we urge students to become computerliterate as soon as possible If necessary we provide training in this regard

Other services to visually impaired students include:

 Orientation and mobility training

 Loan of electronic note takers

 Assistance with library and internet searches

 Assistance with study-related administrative tasks, such as filling inapplication forms.

 Extra tuition in specific academic skills which the student requires and whichmay not have been addressed in school curriculum

2.2 Support for students with hearing impairments

The Disability Service has made progress in ensuring that sign interpreters will beavailable if the need arises We are currently assessing the needs of students withvarious hearing needs We have undertaken to provide students who would benefitfrom it, with Multi-Frequency FM transmission systems, including hearing aids tosuch students if they cannot afford them We will make provision for note takingassistants and one-on-one tuition will be available, in cases where the student’sparticular disability impacted negatively on accessing study material

3 LEARNING, PSYCHOLOGICAL AND PSYCHIATRIC DISABILITIES

The DS also strives to meet communication and information needs of students withdisabilities other than sensory ones We are increasingly responding to requests forsupport from students with various “invisible” disabilities These include variousforms of learning disabilities, chronic illness as well as psychological and psychiatricdisabilities

We are researching various software packages which assist students with dyslexia

We also offer the following services:

 Extra time,

An on-site educational psychologist to facilitate assessments to ascertain whetherstudents qualify for extra time during class tests and exams and counsel on studymethods;

 Suitably modified test and exam writing venue,

 Use of computers, scribes and face-to-face reading for students withcomprehension and expressive difficulties

 Extra tuition in problem subject areas

We also work closely with clinical psychologists and medical practitioners in theStudent Wellness Service, to which students with disabilities have ready access Westrive to ensure that students are fully integrated into all student activities

Over and above these standard services, we address individual needs for support asthey arise We try to ensure that every student who has a disability has what she/heneeds to optimize their university experience

4 TEACHING METHODS SUPPORT FOR STUDENTS WITH DISABILITIES.

We consult, on an ongoing basis with teaching staff, giving advice and guidance incases where teaching and assessment practices can be constructively adapted to meetthe challenges of students with particular disabilities taking care that such adaptationsnever compromise the integrity of outcomes and achievements

5 STUDENT RECRUITMENT

The University of Cape Town has embraced the principle that disability should beactively addressed as part of the student equity initiatives To this end we are workingwith student recruitment structures to ensure that students with disabilities areafforded every opportunity to study at UCT We regularly visit schools to talk tolearners with disabilities about what UCT can offer We would welcome invitations

by schools or individuals who need us to visit and share information with them Westrongly urge prospective applicants to UCT to contact us at the time they apply tostudy, so we can be aware of them and assist them through the application process,and also if necessary, motivate for their admission in cases where they have potentialbut have not quite met the University’s minimum entrance requirements for aparticular course or degree

6 THE RESOURCE CENTRE

Over the years the DS has built up a considerable resource for research into variousdisabilities AND DISABILITY-RELATED FIELDS It is available to UCT staff andstudents, but also to persons outside the university wishing to do research in this field.

7 UCT COMMUNITY EDUCATION / AWARENESS PROJECT.

The Disability Service has produced a series of posters, demonstrating some rolespeople with disabilities play in tertiary education communities, and in our society as awhole We involve ourselves wherever possible in workshops and publicitycampaigns within the UCT community, We believe that this work impacts directly onthe quality of life of people with disabilities across the country as we target many ofthe people who will one day be the professionals and decision-makers, shapingsociety

8 OUTREACH PROJECT

The Disability Service visits schools and other community structures as and when itcan Publications outlining what UCT can offer students with disabilities are beingprepared for distribution to relevant organisations

9 UNIVERSITY WIDE POLICY ON DISABILITY

A comprehensive policy governing all aspects of University life of students, staff andvisitors with disabilities is in an advanced stage of being drafted It covers aspectssuch as access to employment, Education, information, venues and facilities, social

and cultural activities, and much more

CENTRAL UNIVERSITY OF TECHNOLOGY

The campus is reasonably accessible to students with physical disability Specialparking areas are also designated for these students

Boarding and lodging for physically disabled students is available

The CUT and the University of the Free State have a working agreement for disabledstudents

It is important to keep in mind that the onus still lies with the disabled student toensure that his/her course is indeed accessible to them due to the specific nature of thecourse

is practically and financially viable and appropriate, the University strives to complywith the spirit and content of the Code of Good Practice on the Employment of Peoplewith Disabilities (issued in terms of section 54(1) (a) of the Employment Equity Act

of 1998 and published in Government Gazette no 23718 of 19 August 2002)

3 Goals and objectives

 Disability awareness on campus by means of public awareness

days/publications and media

 Correcting misconceptions and counteracting any fallacious beliefs regarding

people with disabilities

 Accessible working and study facilities

 Sports activities

 With regard to physical geography, continuous evaluation to make all areas

accessible and reachable for people with disabilities

 Constant and regular contact with professional institutions regarding various

forms of disabilities to keep abreast of new products, services, research etc

 Keeping abreast of legislation and amendments

 Finding practical solutions where possible

 Orientating students with disabilities and familiarizing them with thecampus

 Bringing the need of each student with a disability to the attention of

departmental heads, lecturers and/or residence committees

 If necessary, incorporating the student with one or more of the supportprogrammes offered by the UJ

4 Services

 Students are orientated with regard to the campus before the start of theacademic year The designated person at the Student Services Bureau thenserves as a liaison between the student, lecturers, Protection Services as well

as other relevant people and support services on campus

 Registration: Preference to Office: People with Disabilities duringregistration, which helped to expedite this time-consuming process

 Career counselling for current and future students

 Contact with faculties and lecturers Letters to deans and lecturers about thespecial needs of relevant students

 Sensitivity training - UJ staff Skills Development Programme to universitystaff members

 Open day to introduce and make people aware of the Office: People withDisabilities

 Induction programme (making new UJ staff members aware of the servicesoffered by the Office: People with Disabilities (4 times a year)

 Awareness:

o Peer helper training

o SABC 1, Education: Take 5 (broadcast a number of times) Office:People with Disabilities at UJ

o PE Tshwane Radio interview

o Distribution of informal posters and brochures

o Converting of study material/text books etc into an alternative format(Braille, enlarge, audio recording)

o Arrangement of test and exam papers and dates that students write inour office’s

5 Facilities and Computer Software

 Facilities: Accessible facilities and campus environment for people with physicaldisabilities (Including parking)

 Wheel chair adjusted residence rooms and lecturing halls

 Computers and software:

o 15 computers for use of students with disabilities

o 15 Dual software for visually impaired students

o 3 Jaws Assistive technology programs for visually impaired

o Headphones

 A scanner that scans and enlarges study material and books enabling the material

to be captured on the computer

 Braille services: A low-volume Braille printer to convert examination papers andstudy guides into Braille

 Enlargement of study material

 Audio recordings – digital recorders available for students

 Separate exam writing facilities

6 Expansion of services offered

 Staff with disabilities employed at the UJ are now included in the workingoperations Office People with Disabilities Names were requested from HR andletters were sent to each individual to enable the unit to establish a database Onestaff member on each of the five campuses of the UJ is to be responsible for theprovision of support primarily to students with disabilities, but also to staff and

others with disabilities

7 Statistics

There are currently 199 students with disabilities registered at the UJ Office: Peoplewith Disabilities The disabilities include visual-,hearing-,physical-, learning-,psychological-, chronic impairments and Asperger Syndrome

DATE OF APPROVAL BY RELEVANT COMMITTEE STRUCTURE:

Equity Committee on : July 2005

Student Services Council: August 2005

Institutional Forum on ………

DATE OF APPROVAL BY SENATE: 18 August 2005

DATE OF APPROVAL BY COUNCIL: 15 December 2005

COMMENCEMENT DATE: January 2006

REVISION HISTORY: July 2005

REVIEW DATE: To be reviewed at the end of 2006 and thereafter, every 3 yearsPOLICY LEVEL: All students

RESPONSIBILITY:

- IMPLEMENTATION & MONITORING: Students Services Council, Academic Development Centre, Psychology Clinic, Counselling Center, Estates Division, Dean of Students Division, Human Resources, Registrar’s Division, Heads of Departments

- REVIEW AND REVISION: Equity Committee but any of the above structures may recommend changes

REPORTING STRUCTURE:

Director (Estates)  Vice Principal  Vice-Chancellor

Academic Development Centre -> Vice Principal  Vice-Chancellor

Heads of Departments  Deans  Vice-Chancellor

Registrar  Vice-Chancellor

2 POLICY STATEMENT

2.1 POLICY DECLARATION:

Rhodes University is committed to the promotion of equal opportunity for all persons

It therefore supports the right of people with impairments to be involved in highereducation both as employees and students This policy specifically deals with issues

of students There is a separate policy to deal with staff issues

Following what is commonly termed the Social Model of Disability (Refwww.nationmaster.com/encyclopedia), Rhodes University acknowledges thatphysical impairment does not constitute a disability in itself and that people withimpairments only become disabled when education, work and leisure opportunitiesare denied to them on the basis of their impairment

Accordingly, the criteria used by Rhodes University to screen and admit students (onthe basis of academic ability and suitability for course/degree) shall apply equally toimpaired students However,

2.1.1 In cases of mental impairment, the University retains the right to request a

formal assessment of the impairment

2.1.2 In the case of impairments which arise after a student has registered, the

University may require an evaluation of the student’s ability to continuestudying

2.1.3 Since graduates are expected to be capable of working under pressure and

within time constraints, approved requests for extra time during examinationswill be recorded on the academic transcript

Support systems provided by Rhodes University to enhance the academic and sociallives of students with impairments will be limited only by their affordability RhodesUniversity anticipates that there may be particular cases where the student may beexpected to provide his/her own support systems

2.2 POLICY OBJECTIVES:

To ensure that:

2.2.1 Positive and unprejudiced attitudes towards people with impairments are

fostered and encouraged

2.2.2 In as far as resources reasonably permit, the needs of people with impairments

are met in a way which will allow them to maximize potential professionally,academically and socially

2.2.3 Individuals are provided with a choice as to whom they will disclose their

impairment, except where this is required by law

2.3 DEFINITIONS:

Please note that these definitions follow the Social Model of Disability

Impairment: Refers to the limitation in a person’s physical, mental (including

psychological) or sensory functioning

Disability: Refers to the loss or limitation of opportunities that prevents people

who have impairments from taking part in the normal life of thecommunity on an equal level with others due to physical or socialbarriers

3.1 THE ACTIONS AND PROCESSES BY WHICH THE OBJECTIVES OF

THE POLICY WILL BE ACHIEVED:

Applications of students with impairments will be forwarded to the Career Centre.Because of the need to liaise with academic departments and other University

divisions, late applications will not normally be accepted from physically impairedstudents

3.1.1 The Career Centre will:

3.1.1.1 Advise and counsel the prospective student on possible courses of study which

are available to her/him

3.1.1.2 Liaise with academic departments and support services such as the Library to

ensure that, in as far as reasonable resources admit, access to learning isprovided

3.1.1.3 Liaise with the Estates Division to ensure that, in as far as reasonable

resources admit, suitable adaptations are made to learning, residential, sportand leisure facilities in order to accommodate the physically impaired person 3.1.1.4 Advise Dean of Students and Hall and House Wardens on physically impaired

students’ needs

Once an offer of a place has been made to a student with an impairment:

3.1.2 The Academic Development Centre will:

3.1.2.1 Provide support to academic staff that teach and assess physically impaired

students

3.1.3 The Counselling Center

will:-3.1.3.1 Liaise with the Sanatorium Sisters

3.1.3.2 Liaise with academic departments

3.1.3.3 Liaise with the Dean of Students and the Hall and House Wardens

3.1.3.4 Offer socio-emotional counselling services to students

3.1.4 The Heads of Academic Departments will, where feasible

3.1.4.1 Meet requests to accommodate physically impaired students This would

involve arranging alternative teaching venues as well as considering howteaching and assessment might best be modified

3.1.4.2 Liaise with the Examinations Officer regarding any special provision for

assessment which might be required

3.1.4.3 Sensitise staff to the needs of individual students

3.1.5 The Estates Division will:

3.1.5.1 Modify physical access to and within buildings where possible and where

funds permit

3.1.5.2 Where possible, and within the limits of reasonable resources, making suitable

adaptations to study, residential, sport and leisure facilities to accommodatephysically impaired students

3.1.6 In additional to the above responsibilities, The Psychology Clinic can assist in

the following functions:

3.1.6.1 Liaising with external assessors with regard to determining capacity for

succeeding at University and/or degree of impairment related to psychologicaldisability

3.1.6.2 Offer socio-emotional counselling and therapy to students

3.1.6.3 Offer an assessment service to students regarding educational needs (e.g extra

time applications, learning disabilities, etc) and clinical/emotional assessment(e.g major depressive episodes, etc)

3.1.7 The Dean of Students Division

will:-3.1.7.1 On a regular basis report on how the needs of impaired students are being

catered for

3.1.7.2 Serve as the place where students may seek help if their unique needs are not

addressed or where staff may report if student’s needs are not being addresses

3.2 REVIEW PROCEDURE:

The Dean of Students is regarded as the guardian of this policy and will beresponsible for assessing adherence to the policy, identifying any problems with the

current policy and procedures and therefore the identification of any changes thatneed to be made to the policy In addition, other staff who serve on the variousstructures e.g Examination Committee (extra time) Equity Committee and StudentServices Council can also raise issues of concern

Appendix 1:

Examples of reasonable accommodation include:

Adapting existing facilities to make them accessible

1 Adapting existing equipment or acquiring new equipment including

computer hardware and software

2 Re-organising work areas e.g in residential areas

3 Changing lecture and assessment materials and systems

4 Restructuring jobs so that non-essential functions are reassigned

5 Adjusting time for examinations, tests and assignments

6 Providing readers, sign language interpreters and

7 Providing specialised supervision, training and support

UNIVERSITY OF SOUTH AFRICA (UNISA)

SERVICES FOR STUDENTS WITH DISABILITIES AT UNISA

SERVICES FOR STUDENTS WITH DISABILITIES AT UNISA

Recognising the importance of identifying and accommodating the needs of studentswith disabilities, and in responding to the principle of access for success, UNISA, inimplementing its Policy on Students with Disabilities, strives to provide a range ofservices, including the following:

 Producing study material in alternative formats, including Braille, large print,electronic and audiotape;

 Facilitating needs-based support in terms of assignments, examinations and thecurriculum;

 Providing Sign Language services for Deaf students;

 Providing training to staff in the regions on accommodating the needs ofstudents with disabilities;

 Developing and implementing advocacy and awareness-raising programmes;

 Undertaking recruitment drives to encourage students with disabilities tostudy through UNISA

The department responsible for facilitating and coordinating services for students withdisabilities at UNISA is the Advocacy and Resource Centre With its skilled staff andin-house facilities, the Advocacy and Resource Centre strives to facilitate the access,participation and success of students with disabilities However, as the provision ofservices for students with disabilities is the collective responsibility of variousstakeholders, the Centre functions in close partnership with other departments atUNISA

UNIVERSITY OF SOUTH AFRICA (UNISA)

SERVICES FOR STUDENTS WITH DISABILITIES AT UNISA

Services for students with disabilities at UNISA

Recognising the importance of identifying and accommodating the needs of studentswith disabilities, and in responding to the principle of access for success, UNISA, inimplementing its Policy on Students with Disabilities, strives to provide a range ofservices, including the following:

 Producing study material in alternative formats, including Braille, large print,electronic and audiotape;

 Facilitating needs-based support in terms of assignments, examinations and thecurriculum;

 Providing Sign Language services for Deaf students;

 Providing training to staff in the regions on accommodating the needs ofstudents with disabilities;

 Developing and implementing advocacy and awareness-raising programmes;

 Undertaking recruitment drives to encourage students with disabilities tostudy through UNISA

The department responsible for facilitating and coordinating services for students withdisabilities at UNISA is the Advocacy and Resource Centre With its skilled staff andin-house facilities, the Advocacy and Resource Centre strives to facilitate the access,participation and success of students with disabilities However, as the provision ofservices for students with disabilities is the collective responsibility of variousstakeholders, the Centre functions in close partnership with other departments atUNISA

TSHWANE UNIVERSITY OF TECHNOLOGY TSHWANE UNIVERSITY OF TECHNOLOGY

SERVICES FOR STUDENTS WITH DISABILITIES AT TSHWANE UNIVERSITY OF TECHNOLOGY,

PRETORIA, SOUTH AFRICA

ELMARIE VAN HEERDEN

DIRECTOR: STUDENT DEVELOPMENT AND SUPPORT

The service has three main focus areas:

a) Facilitation: All applications submitted (including foreign students) are directed

to the disability officers who will facilitate discussions on the specificrequirements of the prospective student This may entail a conference (tele-conference) with the student, the parents, other stakeholders and also theacademics to be involved Specific aspects are cleared and a contract ofaccommodations entered into The contract stipulates the specific needs of thestudent, the specific provisions to be made by the student but also the specificprovisions by the academics involved and the University in general Thisfacilitation may also involve negotiation with the Residence management as they

do provide special facilities to accommodate various disabilities

b) Advocacy: The unit involves itself in continuous liaison with planning services

and management to ensure steady improvement of facilities for accessibility

c) Support: The unit further provides ongoing support to all registered students

who declared a disability This includes professional counselling and regularmonitoring of individual progress and performance To further support thestudents the Directorate has special computer facilities in the learning centres toassist hearing and visually impaired/disabled students with computer access,telematic-education, special assessment procedures, etc The Disability officerfacilitates all special arrangements for examination with the Examinationdepartment

The positioning of the function within SDS ensures comprehensive support to theseindividuals

In addition to the above activities we liaise with the SA Association for People withDisabilities, Council for the Blind, Sign Language Centre and special educationschools and also network with other universities in our environment to give mutualsupport in terms of expensive infrastructure needs

The University has a policy and procedure documents to regulate all practices withstudents with disability

Attached to this report please find the following documents:

 TUT-Policy on Students with Disability (Section A)

 Example of the Disability Accommodations Contract (Section B)

The Constitution of the Republic of South Africa, government policy documents andvarious pieces of new legislation make it clear that discrimination on the basis ofdisability violates the right to equality.

According to the Promotion of Equality and Prevention of Unfair Discrimination Act

4 of 2000, actions and practices which would be construed as unfair discrimination,among others are:

(a) denying or removing from any person who has a disability, any supporting orenabling facility necessary for their functioning in society;

(b) contravention of the code of practice or regulations of the South African Bureau

of Standards that govern environmental accessibility;

(c) failure to eliminate obstacles that unfairly limit or restrict persons with disabilitiesfrom enjoying equal opportunities or failing to take steps to reasonably accommodatethe needs of such persons

The principle of equity requires fair opportunities both to enter higher educationprogrammes and to succeed in them Applying the principle of equity implies acritical identification of existing inequalities which are the product of policies,

structures and practices based on racial, gender, disability and other forms of

discrimination or disadvantage

Government legislation requires programmes of transformation with a view toredress Such transformation involves not only abolishing all existing forms of unjust