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In line with global non-discrimination legislative changes and inclusive education policies, the number of disabled students in higher education institutions are increasing. Previously, disabled students were excluded from higher education. Currently, however, higher education institutions are expected to have disability statements and policies, and provide support for disabled students. In spite of this upward trend, disabled students remain seriously underrepresented within higher education, and experience barriers at a range of levels. This article examines the experiences of disabled participants entering into higher education in South Africa. The findings of this qualitative exploratory study highlight the influences of onset of disability (acquired verses congenital) on their integration experiences. It specifically examines participants’ experiences accepting newly acquired disabilities and the impact of this on completion of study, experiences relating to disclosure of disability, and opportunities to select and enrol for desired subjects and courses at higher education institutions.

Integration into higher education: experiences of disabled students in South Africa