,BSW4801 ASSIGNMENT 2 ANSWERS
DUE DATE: 18 AUGUST 2026
TABLE OF CONTENTS
Abstract…………………………………………………………………………………………4
1.1 Introduction………………………………………………………………………………4
1.2 Problem Formulation…………………………………………………………………..5
1.3 Rationale for the Study………………………………………………………………..9
1.4 Theoretical Framework……………………………………………………………….12
1.5 Research Question……………………………………………………………………..19
1.6 Research Goal and Objectives………………………………………………………21
1.7 Research Methodology……………………………………………………………….24
1.8 Research Methods……………………………………………………………………..28
1.9 Data Collection Methods…………………………………………………………….31
1.10 Pilot Testing…………………………………………………………………………...35
1.11 Methods of Data Analysis……………………………………………………….…38
1.12 Data Verification……………………………………………………………………..44
1.13 Ethical Considerations……………………………………………………………...48
1.14 Debriefing……………………………………………………………………………...53
,1.15 Clarification of Key Concepts…………………………………………………….56
1.16 Dissemination of Research Results……………………………………………..60
1.17 Work and Time Schedule………………………………………………………….63
Bibliography…………………………………………………………………………………67
Addendum A: Participant Information Sheet……………………………………...69
, The Challenges Faced by Students with Disabilities in Accessing Higher Education
in South Africa
Abstract
Students with disabilities continue to experience significant barriers when accessing and
participating in higher education in South Africa. Although legislation and institutional
policies promote equality, inclusion and reasonable accommodation, many students still
encounter physical, technological, financial, attitudinal and academic barriers that can
negatively affect their educational experiences and outcomes (Department of Higher
Education and Training, 2018). This study seeks to investigate the challenges faced by
students with disabilities in accessing higher education and to examine how universities can
strengthen inclusive practices. The study is informed by the social model of disability, which
understands disability as resulting largely from barriers created by society and institutions
rather than solely from an individual’s impairment (Oliver, 1990). A qualitative research
approach will be adopted to obtain detailed accounts of students’ experiences. Data will be
collected through semi-structured interviews with students with disabilities enrolled at a
selected South African university. Thematic analysis will be used to identify recurring
patterns and themes within the collected data (Braun and Clarke, 2006). Ethical principles,
including informed consent, confidentiality, voluntary participation and protection from
harm, will be observed throughout the research process. The study is expected to contribute
to understanding disability-related barriers and provide recommendations for improving
accessibility, participation and inclusion in South African higher education.
1.1 Introduction
Higher education plays an important role in developing knowledge, skills and opportunities
for social and economic participation, making equitable access to universities essential for
the development of an inclusive society. In South Africa, the Constitution recognises the
right to education and establishes equality and protection against unfair discrimination as
DUE DATE: 18 AUGUST 2026
TABLE OF CONTENTS
Abstract…………………………………………………………………………………………4
1.1 Introduction………………………………………………………………………………4
1.2 Problem Formulation…………………………………………………………………..5
1.3 Rationale for the Study………………………………………………………………..9
1.4 Theoretical Framework……………………………………………………………….12
1.5 Research Question……………………………………………………………………..19
1.6 Research Goal and Objectives………………………………………………………21
1.7 Research Methodology……………………………………………………………….24
1.8 Research Methods……………………………………………………………………..28
1.9 Data Collection Methods…………………………………………………………….31
1.10 Pilot Testing…………………………………………………………………………...35
1.11 Methods of Data Analysis……………………………………………………….…38
1.12 Data Verification……………………………………………………………………..44
1.13 Ethical Considerations……………………………………………………………...48
1.14 Debriefing……………………………………………………………………………...53
,1.15 Clarification of Key Concepts…………………………………………………….56
1.16 Dissemination of Research Results……………………………………………..60
1.17 Work and Time Schedule………………………………………………………….63
Bibliography…………………………………………………………………………………67
Addendum A: Participant Information Sheet……………………………………...69
, The Challenges Faced by Students with Disabilities in Accessing Higher Education
in South Africa
Abstract
Students with disabilities continue to experience significant barriers when accessing and
participating in higher education in South Africa. Although legislation and institutional
policies promote equality, inclusion and reasonable accommodation, many students still
encounter physical, technological, financial, attitudinal and academic barriers that can
negatively affect their educational experiences and outcomes (Department of Higher
Education and Training, 2018). This study seeks to investigate the challenges faced by
students with disabilities in accessing higher education and to examine how universities can
strengthen inclusive practices. The study is informed by the social model of disability, which
understands disability as resulting largely from barriers created by society and institutions
rather than solely from an individual’s impairment (Oliver, 1990). A qualitative research
approach will be adopted to obtain detailed accounts of students’ experiences. Data will be
collected through semi-structured interviews with students with disabilities enrolled at a
selected South African university. Thematic analysis will be used to identify recurring
patterns and themes within the collected data (Braun and Clarke, 2006). Ethical principles,
including informed consent, confidentiality, voluntary participation and protection from
harm, will be observed throughout the research process. The study is expected to contribute
to understanding disability-related barriers and provide recommendations for improving
accessibility, participation and inclusion in South African higher education.
1.1 Introduction
Higher education plays an important role in developing knowledge, skills and opportunities
for social and economic participation, making equitable access to universities essential for
the development of an inclusive society. In South Africa, the Constitution recognises the
right to education and establishes equality and protection against unfair discrimination as
