Original Research

Increasing access into higher education: Insights from the 2011 African Network on Evidence-to-Action on Disability Symposium – Education Commission

Marcia Lyner-Cleophas, Estelle Swart, Tsitsi Chataika, Diane Bell
African Journal of Disability | Vol 3, No 2 | a78 | DOI: https://doi.org/10.4102/ajod.v3i2.78 | © 2014 Marcia Lyner-Cleophas, Estelle Swart, Tsitsi Chataika, Diane Bell | This work is licensed under CC Attribution 4.0
Submitted: 18 July 2013 | Published: 04 June 2014

About the author(s)

Marcia Lyner-Cleophas, Centre for Student Counselling and Development, Stellenbosch University, South Africa
Estelle Swart, Department of Educational Psychology, Stellenbosch University, South Africa
Tsitsi Chataika, Department of Educational Foundations, University of Zimbabwe, Zimbabwe
Diane Bell, Academic Affairs, Stellenbosch University Business School, South Africa


This article provides some insights into the challenges regarding inclusion in higher education of students with disabilities. It does this by elucidating aspects of the proceedings of the Education Commission at the African Network on Evidence-to-Action on Disability (AfriNEAD) Symposium, which took place in Zimbabwe in November 2011. The presentations specifically focused on the education of people with disabilities from early childhood through to higher education. This article, however, is informed by presentations focusing on increasing access to higher education. The article is focused on the implementation of evidence in practice, research and policies stemming from rigorous debate and scientific foundations, whilst taking into account the dynamic realities of the higher education context. Themes such as the systemic approach needed for inclusion to be successful, increasing access and the dynamic role of students with disabilities are highlighted.


AfriNEAD; UNCRPD; Disability


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