Postcolonial Perspectives on Disability Management at South African Universities

Abstract

The transformation of disability management in South Africa is significant in shaping access, participation, and success of those with disabilities, given the country’s political history of segregation and systemic inequalities. The imperative to decolonise disability management arises from recognising that current practices, including diagnosis, responses, identities and identifying students qualified for reasonable accommodations, are profoundly influenced by Western ideologies and frameworks. It is essential to approach disability management through a lens that prioritises cultural responsiveness, supports Indigenous languages, considers the intersectionalities of disability, and contextualises response programmes to suit the unique needs of students with disabilities. This perspective aligns with the calls for decolonisation in the higher education system in South Africa, where institutions are striving to dismantle colonial legacies, promote indigenous knowledge systems, and create a more inclusive and equitable educational environment for all students. This conceptual article problematises existing theories and models that frame disability management in higher education in South Africa. It provides perspectives on disability management in higher education, with a strong emphasis on the transformative role of postcolonial thinking in reshaping policies to be more inclusive and culturally sensitive, with the ultimate aim of enhancing the educational experiences and outcomes for students with disabilities.