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Please use this identifier to cite or link to this item: lis.zou.ac.zw:8080/dspace /handle/0/367

Title: ODL university inclusion experiences of students with disadvantages in Zimbabwe
Authors: Mutswanga, Phillipa
Mapuranga, Barbara
Issue Date: 2014
Citation: International Journal of Humanities Social Sciences and Education, 1 (4), p. 37-47
Abstract: The study’s focus is on students with disabilities and the marginalised. Riddell, Tinklin and Wilson (2005) assert that universities are arbiters of social justice. However, despite paradigm shift to the philosophical call for schools for all the disadvantaged students continue to face social injustice and inclusive disparities at universities. Using ten purposively selected disadvantaged students, the study engaged the qualitative approach based on the enthnographic design to elicit inclusion experiences of the disadvantaged ODL students with a view to obtain best inclusive practices from their stories. In-depth interviews with unstructured questions, unstructured observations and document analysis were use to collect data. The collected data was coded into themes and patterns emerging from the experiences. The study revealed that most marginalised students dropped out of ODL either in their first year or second year due to failure to raise enough fees while students with disabilities showed that their learning moral was destroyed by lack of relevant provisions to their needs. Thus, they suggested that now that Zimbabwe ratified the UNCRPD on the 23 September 2013 provisions should stay available in anticipation of admitting students with various disabilities.
License: http://www.oceandocs.org/license
URI: lis.zou.ac.zw:8080/dspace /handle/0/367
ISSN: 2349-0373
Appears in Collections:Research and Scholarship

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