QUESTION
OF THE
MONTH

I believe that as a HEI, they are to provide reasonable accomodation to ease access to sevices and support provided for PWD. In on of the instituion in Fiji, they offer financial support for PWD to study but cannot support for their carer, however they opted for a buddy privided by the university to help that student in their study. For a PWD, their carer is picked by the person and not by anyone and their relationship has been built over time. I would suggest that PWD be called to participate at the discussion table for any issues concerning them and to be part of the working group or task force and not to be called onky to validate. I strongly believe in “nothing about us, without us”.

Given the availability of quality lower education for persons with disabilities in low and middle income countries, PWDs might get the opportunity to continue their studying in higher / university level. The fact is that in general, universities benefit from more independency in governing their own affairs. They follow sort of self-set internal policies. Positively, it puts into action both micro and macro dimensions of equal education. Promoting “community support services” can be considered as a micro dimensional approach on enhancing quality higher education for PWDs. Alongside with promoting macro-level policies which covers the whole country, implementing community support services in universities will add functional aspects to the strategies. This year, as one of the CIP fellows, I have the opportunity to work on a similar project.

<p style=”text-align: left;”>Support is required at pre-entry, in-course and at pre-exit phase. At pre-entry,  affirmative action for students with disabilities to get admitted into tertiary institutions is vital. In Uganda for example, students with disability have 1.5 extra points awarded to them to meet the entry requirements. Within-course, there is need to ensure access to the built environment. Ramps, hand rails, wide doors are some requirements to improve physical access. Escalators need to be functional at all times. I witnessed a student in a wheel chair being carried up a staircase by fellow students and this is not appropriate for the dignity of students with disabilities, neither is it an efficient use of the time of students with disabilities and their care givers. Within institutions, accomodations should also be made to ensure that laptops have accessible soft ware for students with visual impairment, library materials should be designed in an accessible manner e.g. with audio files, braille and other learning materials should be accessible at no extra cost to students with disabilities. Exams should be adapted to the needs of students with disabilities. Where possible, cash grants should also be made available to ensure that they meet their extra care needs while in the institions  In addition, lecturers should be provided some training on accessible/inclusive teaching methods at the tertiary level. Pre-exit, all students with disabilities, should be given customised practical training on how to join the labour market, their rights as employees with disabilities and how to demand for reasonable accommodation.</p>

Persons with a disability are highly vulnerable to discrimination / unequal opportunities. small and middle-income group countries only focus on the right to education but do not think about an inclusive and socially self-sustaining ecosystem for PwD. in Higher education students must feel safe physically and emotionally in the classroom. Teachers should know the requirement of every PwD student, also assessments of PwD students should be done separately as compared to the normal student.