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Sebola, M. P. (Chief Editor) Molokwane, T. S. (Quest Editor) Moleke, H. 2022 2023-04-13T14:03:35Z 2023-04-13T14:03:35Z 2022-09-14 Moleke, H. (2022) Environmental Barriers Affecting Students with Disabilities at a Selected South African Institution of Higher Learning. Proceedings of the International Conference on Public Administration and Development Alternatives. 389 - 396.<http://hdl.handle.net/11602/2459>. 9780992197193 (Print) 9780992197186 (e-book) http://hdl.handle.net/11602/2459 Moleke H. Environmental Barriers Affecting Students with Disabilities at a Selected South African Institution of Higher Learning. 2022; http://hdl.handle.net/11602/2459. Moleke, H. (2022). Environmental Barriers Affecting Students with Disabilities at a Selected South African Institution of Higher Learning. http://hdl.handle.net/11602/2459 Moleke, H. "Environmental Barriers Affecting Students with Disabilities at a Selected South African Institution of Higher Learning." (2022) http://hdl.handle.net/11602/2459 TY - Article AU - Moleke, H. AB - South African students with disabilities have and are still experiencing various challenges in their institutions of learning. These ills include environmental challenges such as lack of architectural structures like ramps, elevators, and others, which affect the students with disabilities' academic success. These barriers work contrarily with the notion of inclusion in education which seek to uphold equality as well as fair provision of services to maintain successful education for all. Additionally, the effect of environmental barriers towards students with disabilities is overlooked yet their influence has an enormous impact on these students' academic progress. Hence, there is a need to investigate the extent to which these environmental barriers affect students with disabilities in South African higher institutions of learning by using the University of Limpopo as a case in point of such institutions. A qualitative descriptive design undergirded the study; and semi-structured interviews were adopted as a data collection method. Further, six students with physical disabilities from the University of Limpopo were purposively sampled and data was analysed through a thematic content analysis (TCA). Furthermore, the environmental barriers affecting students with disabilities were identified, analysed and the possible recommendations were provided. The findings indicate that the inaccessibility of buildings and uncomfortable surfaces within the university premises are the major environmental barriers which lowering the students with physical disabilities' sense of belonging, self-esteem as well as inhibiting their academic performance. Thus, the study recommends that the institutions of higher learning should provision the students with disabilities with reasonable accommodation for successful learning purposes. DA - 2022-09-14 DB - ResearchSpace DP - Univen KW - Environmental barriers KW - Students with disabilities KW - Institutions of higher learning KW - Maslow' hierarchy of human needs LK - https://univendspace.univen.ac.za PY - 2022 SM - 9780992197193 (Print) SM - 9780992197186 (e-book) T1 - Environmental Barriers Affecting Students with Disabilities at a Selected South African Institution of Higher Learning TI - Environmental Barriers Affecting Students with Disabilities at a Selected South African Institution of Higher Learning UR - http://hdl.handle.net/11602/2459 ER - Journal articles of the 7th Annual International Conference on Public Administration and Development Alternatives, 14 - 16 September 2022 South African students with disabilities have and are still experiencing various challenges in their institutions of learning. These ills include environmental challenges such as lack of architectural structures like ramps, elevators, and others, which affect the students with disabilities' academic success. These barriers work contrarily with the notion of inclusion in education which seek to uphold equality as well as fair provision of services to maintain successful education for all. Additionally, the effect of environmental barriers towards students with disabilities is overlooked yet their influence has an enormous impact on these students' academic progress. Hence, there is a need to investigate the extent to which these environmental barriers affect students with disabilities in South African higher institutions of learning by using the University of Limpopo as a case in point of such institutions. A qualitative descriptive design undergirded the study; and semi-structured interviews were adopted as a data collection method. Further, six students with physical disabilities from the University of Limpopo were purposively sampled and data was analysed through a thematic content analysis (TCA). Furthermore, the environmental barriers affecting students with disabilities were identified, analysed and the possible recommendations were provided. The findings indicate that the inaccessibility of buildings and uncomfortable surfaces within the university premises are the major environmental barriers which lowering the students with physical disabilities' sense of belonging, self-esteem as well as inhibiting their academic performance. Thus, the study recommends that the institutions of higher learning should provision the students with disabilities with reasonable accommodation for successful learning purposes. 1 online resource (8 pages) en International Conference on Public Administration and Development Alternatives (IPADA) PDF Environmental barriers UCTD Students with disabilities Institutions of higher learning Maslow' hierarchy of human needs Environmental Barriers Affecting Students with Disabilities at a Selected South African Institution of Higher Learning Article open.access