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Title: The accessibility of further education and training colleges to South African sign language users in KwaZulu-Natal
Authors: Sawula, Nqobile Lovable 
Issue Date: 2018
Abstract: After twenty-four years of democracy, the predicament of people with disabilities has finally become part of the transformation agenda. There has been a growing acceptance that people with disabilities can play active roles in both transforming their own lives and contributing to society. For this to transpire, access to proper education and training opportunities is fundamental. There is thus a need for higher educational institutions to divest themselves of all forms of discrimination against those with disabilities. This requires that people with disabilities be given equal opportunities to enter higher education programmes and to succeed in them.
Despite the strong legislative and policy framework for addressing disability in the education sector, access to higher education for disabled students, particularly the South African Sign Language (SASL) users, is believed to be limited. Using the Social Model of disability, this study seeks to investigate the accessibility of Further Education and Training (FET) Colleges to SASL users in KwaZulu-Natal (KZN).
In this investigation, a total number of fifty South African Sign Language users filled in questionnaires and two representatives from Further Education and Training (FET) Colleges in KwaZulu-Natal were interviewed.
This study targeted SASL users who were out of school and wanted to further their studies at higher education institutions. The participants were recruited by inviting all d/Deaf and hard of hearing people from the four selected Deaf organizations/associations in KwaZulu-Natal to participate in the study.
The study undeniably reveals that FET Colleges are not accessible to SASL users in KwaZulu-Natal. This is because FET Colleges in KwaZulu-Natal do not provide access services like SASL interpreters for the d/Deaf community, which violates d/Deaf people’s right to education and is a barrier to the d/Deaf students who want to further their studies. Furthermore, this research identified that the Deaf community in KwaZulu-Natal is not well informed about devices that can be used to assist them in classrooms in order to access information.
Description: Submitted in fulfillment of the requirements for the degree of Master of Technology in Language Practice, Durban University of Technology, Durban, South Africa, 2018.
Appears in Collections:Theses and dissertations (Arts and Design)

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