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Inclusive education and training in South African higher education: Mapping the experiences of a student with physical disability at university

Abstract The South African Constitution upholds and entrenches the human right of all citizens. Similarly, the Higher Education Act of 1997 promotes equality of access for all, especially for those previously marginalised or excluded. The study reported in this article explored challenges experienced by students with disabilities at his university. Using an interpretive qualitative case study, data were collected through a narrative. In addition, personal communication and photographs were also used as data. The study attempts to open a small window to the lived experiences of students with disabilities in public institutions. Findings suggest that the public is often not aware of, nor responsive to, the needs of minority groupings, which highlights that disability is more a human rights issue than a medical problem. The study concludes that physical inclusion without considerations for accommodations does not address access issues. These findings have implications for how universities are organised and how they support the learning of all.