Theme 11a: Negative views on the policy of inclusion and its implementation

En ek dink dat diversiteit kan ook miskien meer bevorder word deur om kulture te probeer meer integreer. Ek onthou ek het gelees van hierdie vorm van toerisme, hierdie cultural toerisme…waar mense vir `n jaar lank byvoorbeeld saam met `n Muslim gesin kan woon en die Muslim gebruike leer en so aan…miskien kan die Universiteit van Stellenbosch…`n Afrikaner student…vir so `n week of `n maand saam met `n gesin woon wat Muslim is of Indiër…(UGInt) [English] And I think diversity can maybe also be promoted by integrating cultures. I remember I read about this form of tourism, this cultural tourism…where people live with a Muslim family and learn the Muslim ways and so on…maybe the University of Stellenbosch…an Afrikaner student…for a week or so live with a Muslim or Indian.

A large range of positive perceptions of how the University implements its policy of inclusion was received from students. Students gave an array of responses that ranged from support in residences, finances, learning support, psychotherapeutic support, text conversion, Braille services, communication and attitudes. However, negative experiences also occurred and will be discussed as a sub-theme below.

5.7.1 Theme 11a: Negative views on the policy of inclusion and its implementation

Some negative aspects around disability policy and inclusion were noted below: Little effort has been done in this regard thus far. (QUU10.5)

Some respondents offered suggestions and initiated solutions around difficulties experienced with access:

Ek glo dat die universiteit baie van sy kant af probeer, maar ek het vir die SR voorsitter ge-e-pos rondom e-posse wat aanhangsels bevat wat glad nie toeganklik vir blinde studente is nie. Ons werk nou saam om dit aan te spreek.

Die webwerf waar studente etes boek, is steeds ontoeganklik na die opgradering daarvan 'n jaar of so gelede. (QUU10.12)

[English] I believe that the University from its side tries, but I emailed the SRC chairperson about emails that have attachments that are not at all accessible to blind students. We are now working together to address this. The website where students book meals is still inaccessible after its upgrade a years or so ago.

I feel that the first steps have been taken to be accommodating, but there is still a long way to go. I feel excluded in the sense that I do not always have my work in time and as fast as other students and that it is difficult for me to use library resources. There are not always electronic copies of all the books. I would not like to give examples in this instance, but I have also been made to feel that the University is doing me a big favour in some senses by making things accessible to me. Since this is in University policy, I do not wish to be patronised in that way by lecturers, etc., becoming annoyed if I ask for something. I would just like to add that this is not a regular occurrence. (QUU10.23)

I feel not supported when other students lie about having extra writing time and get away with it! (QUU10.28)

This respondent offered advice for what the University could do as awareness-raising initiatives:

I feel that the University could perhaps implement a day where autistic students have the chance to meet new friends and perhaps also be given the opportunity to be motivational speakers. In my experience there are certain times when I feel a little left out, for example when I was in the library and someone ignored my request to be helped. I wasn't trying to be rude, but the person ignored me. (QUU10.29)

The implementation of a more universal approach to assessment could alleviate the need for medical reports when students come for support. This approach will present students with multiple ways to learn and demonstrate knowledge:

Dis seker nie die universiteit se probleem nie, maar my medikasie en psigiater kos my ouers rerig baie geld. Dis is rerig 'n finansiele diepte. (QUU10.46)

[English] It is probably not the University’s problem, but my medication37 and psychiatrist really cost my parents much money. It is really a financial depth.

The issue regarding test conditions as opposed to exams conditions emerged in various ways. Test conditions are arranged within the departments whereas exam conditions are arranged by the Examinations Department. This implies that designated venues are used for the exams with invigilators that are aware of the students’ need for a smaller and quieter environment. Departments often do not have the luxury of a choice of venues nor access to more invigilators to invigilate tests for students needing extra time or other support such as scribes, as noted by the following two respondents: As a student with "special learning needs" the University never once personally offered someone to assist me with my learning, e.g., how to take notes or how to summarise, etc. When it is during normal term times and not exams, and I have to write a test. Never do you get to write in the same circumstances that are available to you during exam times. (QUU10.52)

I feel that the University has been very accommodating towards people with disabilities and special needs. I do just feel that during tests I have not benefitted to the fullest because of the distracting learners who make a noise when they finish writing before I do. In English I was designated a separate venue to write my test in and this benefitted me and I felt more comfortable compared to an Afrikaans test I wrote where I was not put into a separate venue and was easily distracted by noisy students and I did not complete my test even with extra time granted. I later spoke to the Afrikaans lecturer to discuss the problem and she basically said that it is too much effort to create a separate venue for one student. (QUU10.24)

The attitude of some lecturers seems to be genderised, given the account of the student below. It seems that some lecturers are supportive, but sometimes students need an intermediary who can intervene between the student and certain lecturers:

37 The student probably means that it is financially very difficult for parents to be paying so much for psychiatrists and medication

I have bipolar disorder and suffer from symptoms of seasonal affective disorder. The changing of seasons last year upset my system dramatically. Many of my lecturers were helpful if I missed class because I didn't feel well, to support me and provide with notes and information as far as reasonably possible pertaining to the class. I think students who struggle emotionally, namely through an illness (depression or otherwise) would benefit greatly if some central person at the University dealt specifically with the students with mental 'disabilities'. Someone who one could organise problems associated with being too ill to attend class, hand in an essay late, etc. I have a psychiatrist who I see every five weeks, and I can email him if I need help or a sick note: but he is booked three months in advance. If there was just someone who could convene between lecturers and on behalf of students when these things happen. I am okay going to speak to lecturers and be honest, and have had a positive feedback most of the time. But I have had a couple of (all male) lecturers who were not helpful at all and made me feel quite pathetic to say the least. (QUU10.13)

This respondent did not get the same support throughout the various systems at the University. While some departments gave support, in other contexts, such as the residences, as noted below, other rules apply. The various environments also have their own priorities as to how they categorise disability needs. The residences give priority to people with visual difficulties and mobility impairments. This student presented with ADD and mixed support:

As I have only been diagnosed with ADD since the beginning of the current year and thus have only received aid for my condition for that time I have not been exposed to the University's policy of inclusion much up to this point. I feel that the University has strived to help with my needs by helping me and others who experience the same problem as myself through allowing us additional time to compensate for our difficulties. However, as a student who has only been diagnosed after already studying at Stellenbosch for two years, I found that certain aspects such as residence placement does not take these factors into account. I had adequate Hemis to return to my residence for my third year. Knowing that the subjects I had not managed to pass and would have to repeat affected my Hemis to the point that I would not have enough for the following year, I spoke to my House Mother early in the year to discuss my possibilities.

As the University itself is in charge of res placement, the inquiry, along with an explanation for my lack of Hemis was sent to those in charge. The reply was simply that I did not meet the University requirements for placement next year and thus would have to find other accommodation. While I was aware that chances were slim for me to be able to return to res next year, it was disappointing that the University seemed to have no consideration for my circumstances. (QUU10.27)

Mixed responses to the implementation of the residence policy were evident, with an overwhelming majority more positively disposed to the implementation of inclusion across campus. There is however much room for improvement. This respondent reminds us of the lack of awareness that is still present in society:

The lack of knowledge among some students. I have heard students making fun of people with disabilities. Not fully being aware of what they are doing and saying. Somehow their knowledge needs to be broadened about people with disabilities. Broaden in a sense of nobody asked for it and that making jokes of someone else's disability defines who you are, realizing that anything can happen. (QUU11.15)

Clearly more work needs to be done to become a disability inclusive campus in the broadest sense.