Inclusion in higher education in South Africa: a study of the experiences of students with ASD and ADHD in South African universities and an analysis of the capabilities of university Disability Units to cater for their needs.

Abstract

This thesis reports on a study investigating the strategies that Disability Units (DUs) implement to support students with Autism Spectrum Disorder (ASD) and Attention-Deficit Hyperactivity Disorder (ADHD) in South African universities. These strategies are outlined by staff members from DUs in 8 public universities, focusing on their views on neurodiversity, the principles and guidelines they follow, and the practical strategies they employ to facilitate the inclusion of students with ASD and ADHD. It also explores the experiences of students with the two conditions, regarding their overall participation in academic and non-academic aspects of university life. From the insights given by the staff members and students, the study determines whether the students are being included, based on learning development (support related directly to academic activities) and student services (non-academic support). With the understanding that inclusion should be holistic and intersectional, it was vital to ascertain whether there is balanced focus on these two areas as neglect on any can negatively impact the students’ participation. The study adds a unique, South African and Global South perspective to neurodiversity, which addresses a significant research gap due to the lack of research on neurodiversity in the Global South. This qualitative study implements an interpretivist approach, drawing on the experiences of both sets of participants to form meanings about the extent to which the universities include students with ASD and ADHD. Applying the theory of intersectionality and the cultural model of disability and reasonable accommodation as a principle, the study highlights the necessity for a more nuanced and locally relevant approach to the inclusion of neurodivergent students in higher education in South Africa. Phenomenological interviews and semi-structured questionnaires were used to collect data from DU staff members from nine different universities (10 DU staff members in total), and university students diagnosed with ASD and/or ADHD (14 students in total). A blended thematic analysis approach was taken, using apriori and emergent themes. The findings show that there is a lack of awareness about neurodiversity, and that universities are not inclusive communities for students with ASD and ADHD. Moreover, in analysing DU strategies for supporting students with ASD and ADHD, the findings show a limited focus. DUs are focusing mostly on assessment concessions, with psychological issues and negative attitudes in the broader community neglected. These concerns are confirmed by students’ experiences, as they mostly indicate that they face challenges related to interactions with neurotypical students and staff that lack knowledge of their conditions. This causes the universities to be inhospitable environments as students with ASD and ADHD continually deal with sensory overload, negative attitudes and a lack of support regarding other factors besides tests and examinations. Another major finding is that the built environment in universities is not suitable for students with ASD and ADHD, as the design of the physical university infrastructure adds to sensory overload and lacks suitable spaces in which they can learn and live comfortably. Key terms: Neurodiversity; Reasonable Accommodation; Autism Spectrum Disorder; Attention-Deficit Hyperactivity Disorder; Neurodiversity; Higher Education; South Africa.