Experiences of Dwarfism in Higher Education Learning Environment in South Africa
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learning environment, dwarfism, social justice, inclusivity, universal design
Abstract
Abstract
Purpose: Students with short body stature, such as dwarfism, not only find it difficult to access higher education institutions but also experience physical and psycho-emotional trauma. The experiences of accessibility and inclusivity in learning environments for students with dwarfism at a university of technology in South Africa premise this study.
Method: The theoretical framework of this study is supported by Rawl's distributive justice, which promotes equitable distribution of social resources, and universal design, which emphasizes equal access to and use of goods and facilities. Two participants with dwarfism were identified through purposive sampling. The phenomenological research design was used to collect data on experiences of accessibility and inclusivity in the participant’s learning environment.
Finding: The findings revealed that the learning environment for students with dwarfism is in contradiction with universal design and social justice principles. Such an environment is detrimental to their health, quality of epistemic access, self-esteem, and academic performance.
Conclusion: Failing to provide learning environments that adhere to universal design and social justice principles is tantamount to discrimination and the violation of the basic human rights of minority groups.
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