The purpose of this post is to serve as resource where work-integrated learning (WIL) officially forms part of a qualification. The South African Department of Higher Education and Training (DHET) and Council for Higher Education (CHE) respectively:
- specifies that it is the responsibility of a higher education offering such qualifications to place students for workplace learning
- and sets criteria with regard to the quality of such learning
Klein (2009: 11) draws attention to how important it is that academics are (a) aware of disabilities present among their student population; and (b) how these disabilities may impact the performance of individual students. He cautions that “students with a wide range of disabilities can encounter significant obstacles when experiential instructional methods are implemented assuming that learners are disability-free”. He (p. 13) differentiates visible and invisible disabilities, as well as “either permanent, temporary, or occasional impairment”—of which the last two “include students receiving chemotherapy for the treatment of cancer, students recovering from surgery, and some depressions”.
The publication of the South African Department of Labour (DoL), namely the ‘Technical Assistance Guidelines on the employment of people with disabilities’ (2017: 11-13) specifies three basic disability criteria, namely "People who have a long-term or recurring physical or mental impairment which substantially limits their prospects of entry into, or advancement in, employment":
1. Must have an impairment, which may either be physical or mental or a combination of both:
A physical impairment means "a partial or total loss of a bodily function or part of the body. It includes sensory impairments such as being deaf, hearing impaired or visually impaired".
“A mental impairment is a clinically recognised condition or illness that affects a person’s thought processes, judgement or emotions. This includes conditions such as intellectual, emotional and learning disabilities. For reasons of public policy, certain conditions or impairments may not be considered disabilities.”
2. The impairment must be long-term or recurring:
Long-term means the impairment has lasted or is likely to persist at least 12 months. Recurring means the impairment is one that is likely to happen again and to be substantially limiting. The condition may go away for a period of time and return again, but it is never cured. It includes a constant chronic condition, even if its effects on a person fluctuate, such as some forms of multiple sclerosis.
Progressive conditions are those that are likely to develop or change or recur. People living with progressive conditions or illnesses are considered to be people with disabilities once the impairment starts to be substantially limiting. Progressive or recurring conditions which have no overt symptoms or which do not substantially limit a person with no disabilities — for example, a person with cancer, tuberculosis or HIV – would not be covered under the Employment Equity Act until the symptoms are substantially limiting the person’s ability to perform their job.
3. The impairment must be substantially limiting, that is, its nature, duration or effects substantially limit a person’s ability to perform essential functions of the job for which she/he is being considered. If the effects of the impairment are not substantially limiting, even if they are physical and/or mental, are long-term or recurring, then the person is not covered under the Act. Qualified experts may be used to assist the employer to determine whether a particular impairment is substantially limiting or an applicant or employee may be able to provide information sufficient to document this.
Klein’s (2009: 13 – 14) taxonomy of students with disabilities differentiates visible and invisible disabilities.
- Klein’s visible disabilities include students who are blind, who have cerebral palsy, multiple sclerosis, or muscular dystrophy; and/or use a wheelchair, crutches or braces.
- Klein’s invisible disabilities include visual impairment including color blindness and macular degeneration; hearing loss and deafness; neurological disorders such as Traumatic Brain Injury (TBI), learning disabilities, Attention Deficit Disorder (ADD) and Attention Deficit Hyperactivity Disorder (ADHD), and Asperger’s Disorder; Chronic Fatigue Syndrome (CFS); psychiatric disorders; and a chronic health impairment such as epilepsy, diabetes, arthritis, asthma, cancer, cardiac problems, and HIV/AIDS.
With regard to visual impairment (blind, reading difficulty, and ‘No Audio SM’) the workplace can be adapted or adjusted for work-integrated learning in several ways to accommodate students with eyesight-related disabilities, such as Braille format information; large-print handouts; lab signs and equipment labels. TV monitors might be connected to microscopes to enlarge images; PCs equipped to enlarge screen characters and images; computers with optical character read and speech output. Audio-taped, or electronically formatted notes, handouts and texts; optical aids for near and distance vision; and high magnification to aid reading could be explored. Students with Glaucoma, can be provided with goggles in dusty work environments. In the event of diabetic retinopathy, which involves a loss of visual capacity; work that requires clarity of vision becomes nearly impossible. However, such persons can use computer programs that can speak and respond to vocal commands. In many countries, including South Africa, it is illegal to drive if eyesight falls below a certain standard, which means alternative transport arrangements could be provided.
Deaf and hearing impairments are differentiated pre-lingual and post-lingual hearing loss. Pre-lingual pertains to deaf before language was acquired; whereas post-lingual pertains to deaf after some exposure to the human voice. The workplace learning environment can be adapted or adjusted to accommodate students with hearing-related disabilities; keeping in mind that sign language is the first language of such individuals; and that lip-reading and hearing aids are used to enhance oral communication. WIL mentors, workplace supervisors and co-workers could be encouraged to follow some simple tips when communicating with a student who is hard of hearing:
- To always speak clearly, to look directly at student concerned when talking to her/him
- To be patient and, if necessary, repeat
- To wave at or tap the student politely on the shoulder to get her/his attention
- To use text messages, email, or hand and facial gestures for expressive and receptive communication
The converse applies to students experiencing communication and speech difficulties (problem). WIL mentors, workplace supervisors and co-workers should be encouraged to listen attentively, to be patient and accommodating.
Dyslexia, entails difficulty with reading, writing and spelling of words, that often results in learning problems. Mind-mapping software could be provided to such students; as well as tape recorders, dictation facilities and proofreading. Other cognitive impairments, include:
- Attention deficit hyperactivity disorder (ADHD) — An individual with ADHD is impulsive, easily distracted, inattentive and hyperactive, often wanting to get up and change his or her location. An individual with ADD has difficulty is sustaining attention but is not characterized by hyperactivity. The learning or job tasks can be broken down into small steps and visual prompts used for each step in order to assist workers to refocus and continue with tasks if they forget what comes next (for example, use a pin-board or whiteboard displaying flow charts). Furthermore, provide to-do lists; schedule regular breaks to accommodate a reduced concentration span; and adapt the working environment to eliminate interference.
- Dyspraxia —difficulty with thinking through and carrying out sensory or motor tasks. Allow written materials to be accessed via alternative methods, such as audio CD or 'speaking' PC; provide PC with voice recognition software to minimise the need for handwriting and accurate spelling; use task picture boards rather than written words; and allow for additional time or alternative methods.
- Autism & Asperger's syndrome —reduce distractions; relocate the person to a quieter learning or work space; provide noise-reducing headphones; provide structure and routine in order to help the person acquire new skills and to perform well at work.
- Down’s syndrome
Mobility-related disabilities, include:
- Spinal cord injuries —paraplegia and quadriplegia
- Muscular / Skeletal / Joint / Limb
- Polio —some polio survivors have to use crutches and, in severe cases, an iron lung
- Brain injuries, cerebral palsy, multiple sclerosis, and advanced arthritis
Students with mobility-related disabilities may encounter workplace learning difficulties with regard to physical access, stamina, concentration and using standard technologies. WIL mentors, workplace supervisors and co-workers could supported by making facilities and the learning environment accessible. Furthermore, they should be encouraged to remain aware of the personal space, since persons in a wheelchairs often considers their chair to be an extension of themselves. Point out not to lean on or push the student's wheelchair without her/his permission. Not automatically assume help is required because of a disability; instead ask first. Speak to the person on their physical level if in a wheelchair; where feasible, either go down on haunches or sit down in order to be on the same eye level as the student concerned—never talk down to a person in a wheelchair.
Neurological disorders are diseases of the nervous system; inclusive of the brain, spine and the nerves that connect them. Specific causes of neurological problems vary. There are more than 600 diseases, such as brain tumours, epilepsy, Parkinson's disease, Alzheimer disease and other dementias, neuroinfections, traumatic disorders due to head trauma, congenital abnormalities, migraine and other headache disorders, environmental health problems, and many more. Students should be encouraged to be upfront and open about the degree of neurological disorders experienced, for example, the degree of control a student with epilepsy has of his/her seizures. WIL mentors and workplace supervisors need to make safety adjustments in the workplace to prevent endangering the life of the student concerned, as well as co-workers by:
- using the lift instead of the stairs
- providing a carpet or rugs in the student’s workplace to soften the fall in the event of a seizure
- assigning a ‘buddy’ to a student with partial control of her/his seizures to keep a watchful eye on him/her and insist that the student inform this person when leaving the immediate working area
Mental / Chemical Disorders / Phobia as category may comprise both personality and anxiety disorders as well as phobic disorders. When academic staff are required to place students that disclose any of the above disabilities, it would be best for them to consult a registered psychologist. Students with phobic disorders can be accommodated for their WIL through (a) agreements on flexible work-experience arrangements, and (b) restructuring the work environment to reduce high-anxiety situations.
- Panic disorder—panic attacks, if not managed, may severely affect a student’s WIL.
- Depression—not to be dismissed, it is an illness that may severely affect a student’s WIL.
- Agoraphobia —may substantially limit a student’s prospects because of the fear of experiencing a panic attack in an embarrassing place or situation, or from which it would be difficult to escape.
- Social phobia —an excessive amount of anxiety in social situations for fear of humiliation.
- Asperger’s Disorder was first described in the 1940’s by Viennese pediatrician Hans Asperger, who observed autistic-like behaviors and difficulties with social and communication skills in boys who had normal cognitive and language development. Individuals with Asperger’s often want to fit in and interact with others, but they may be awkward, not understanding of conventional social rules, or show a lack of empathy. Common are limited eye contact, difficulty in sustaining normal conversation, unusual speech patterns – e.g., lacking inflection or too loud - and not understanding the subtleties of language, such as gestures, irony or humour.
- Psychosis—a student with psychosis needs special care, encouragement, regular follow-up and assistance.
- Post-traumatic stress disorder (PTSD)—trauma has become part of living; if PTSD sets in, it can have an impact on a student’s WIL.
- Psychopathy (anti-social personality disorder) —involves chronic immoral and antisocial behaviour.
- Learning disabilities is a group of disorders marked by significant difficulty in taking in, encoding, organizing, retaining and/or expressing information. Remembering, reading, writing and speaking may be affected. There is also one kind of learning disability (prosopagnosia) that makes it difficult for individuals to remember the faces of others, though this disability can also arise from a traumatic brain injury.
Full-blown AIDS
In South Africa, AIDS in the workplace is governed by the Code of Good Practice on Key Aspects of HIV/AIDS and Employment . This document explains that no one may be discriminated against in their workplace on the grounds of their AIDS status.
It is further deemed important to point out that people with disabilities are individual human beings. A person, for example, is not an epileptic or a victim of AIDS, but rather a person who has epilepsy or a person who has AIDS. First and foremost, they are people, who may–in addition–have one or more disabling conditions. Hence, the preferred terminology is people with disabilities.
Note that a handicap is a physical or attitudinal constraint/barrier that is imposed upon a person, regardless of whether that person has a disability. For example:
- Some people with disabilities are obliged to use wheelchairs—stairs, narrow doorways and curbs are obstacles imposed upon people with disabilities who use wheelchairs.
- People who are deaf communicate effectively through sign language. The lack of trained interpreters, when needed to translate between spoken languages and the deaf, is a shortcoming (handicap). Many people who are blind use Braille to read and they may also use voice recognition software on a computer, or use tapes to listen to what others read in printed media. Not having the facility to use one or more of these to accommodate an employee constitutes a shortcoming (handicap).
- Persons with intellectual disabilities may learn vocational skills through observation, roleplay and breaking a complex job down into small steps, which can be mastered one or more at a time. Insisting that all employees learn in the same way, through printed material or formal classroom training, and might present obstacles (handicaps) for such people with disabilities.
|
Preferred language |
Language to avoid |
||
|
Disabled person/people |
√ |
The disabled/handicapped; invalids |
X |
|
Disabled students |
√ |
Special needs students |
X |
|
Blind person or person with a visual impairment |
√ |
The blind |
X |
|
Deaf person or person with a hearing impairment |
√ |
The deaf |
X |
|
Person who has … or a person with … |
√ |
Suffers from …, is a victim of … or is crippled by … |
X |
|
Person with cerebral palsy |
√ |
Spastic |
X |
|
Person with epilepsy |
√ |
Epileptic |
X |
|
Wheelchair user |
√ |
Wheelchair-bound |
X |
|
Non-disabled person |
√ |
Normal person |
X |
Note that whether a person is disabled or not, depends on their surroundings—people are only disabled by their impairments when the environment is not accessible and their requirements are not met. Therefore, avoid labelling people by their medical condition and avoid using collective nouns to describe them, because such terms show prejudice.
It is deemed important to point out that everyone, including people with disabilities, is equal and has a right to equality according to section 9 of the Constitution of the Republic of South Africa, 1996, the supreme law of the country. The Employment Equity Act of South Africa further identifies people with disabilities as a previously disadvantaged group. It is important to note that unfair discrimination against people from previously disadvantaged groups can take place by means of actions or omissions. The Skills Development is associated with capacity-building strategies encapsulated in the Employment Equity Act. It aims to provide opportunities for new entrants to the labour market to gain work experience and to receive suitable training and development to promote career advancement opportunities. The Occupational Health & Safety Act further places organisations under obligation to maintain a safe and healthy work environment for all employees, which includes providing safety equipment and procedures for people with disabilities—the reasonable accommodation of people with disabilities must effectively meet the needs of such employees. The Promotion of Equality & Prevention of Unfair Discrimination Act prohibits unfair discrimination on grounds of disability. Part S of the National Building Regulations Act specifically deals with facilities for disabled persons—the recommendation is that every effort be made to exclude barriers and provide facilities for disabled persons. It is important that organisations that intend to embark on becoming an employer of choice understand the concept of access—the Code of Good Practice on Accessibility of Buildings to Disabled Persons 0246:1993.
Reasonable accommodation—addressed in detail in chapter 6 of the Department of Labour publication, the ‘Technical Assistance Guidelines on the employment of people with disabilities’ (2017: 15-26)—entails modifications or alterations to the way a job is normally performed, which should make it possible for a suitably qualified person with a disability to perform as well as everyone else. The type of reasonable accommodation required would depend on the job and its essential functions, the work environment and the person’s specific impairment.
Therefore, reasonable accommodation with regard to hosting students with disabilities for their compulsory WIL therefore may entail modifications or alterations to the workplace learning environment, which would make it possible for such students to gain the relevant experience.
However, a host organisation cannot be expected to accommodate a student with a disability if such hosting would impose unjustifiable hardship on the organisation. Unjustifiable hardship is action that requires significant or considerable difficulty, for example causing serious operational disruption or expense.
The criteria for reasonable accommodation include three interrelated factors:
- First, the accommodation must remove the barriers to performing the job for a person who is otherwise qualified. The experiential learning provider (employer) must take steps, wherever reasonably practicable, to mitigate the effect of an individual's disability in order to enable him or her to play a full part in the workplace in order to achieve his or her full potential.
- Secondly, it must allow the person with a disability to enjoy equal access to the benefits and opportunities of employment. All staff must have equal rights to promotion. The employer must take all reasonable steps to ensure that the working environment does not prevent people with disabilities from accessing or retaining positions for which they are suitably qualified.
- Thirdly, employers can adopt the most cost-effective means consistent with the above two criteria.
Conversely, if an individual cannot perform the essential job functions with reasonable accommodation measures made, the employer/experiential learning provider should not be expected to place/employ the person. The employer need not create a new job for the person with the disability, nor should the employer be required to reallocate essential functions to another employee.
References
Council for Higher Education, Higher Education Quality Committee. (2004).Criteria for Institutional Audits. Pretoria: Compress. Electronically accessible from: http://www.che.ac.za/documents/d000061/CHE_Institutional-Audit-Criteria_June2004.pdf
Council for Higher Education, Higher Education Quality Committee. (2004). Criteria for Programme Accreditation. Pretoria. Electronically accessible from: http://www.che.ac.za/documents/d000084/CHE_accreditation_criteria_Nov2004.pdf
Council on Higher Education. (2014). Distance Higher Education Programmes in a Digital Era: Programme Accreditation Criteria, pp. 81 – 107, Criterion 15, p. 104. In Distance Higher Education Programmes in a Digital Era: Good Practice Guide. Electronically accessible from http://www.che.ac.za/sites/default/files/publications/CHE%20-%20Distance%20Higher%20Education.pdf
Klein, G.D. (2009). Student Disability and Experiential Education. The Journal of Effective Teaching (since rebranded as the Journal of Effective Teaching in Higher Education), 9(3), 11-37. Electronically accessible from https://uncw.edu/jet/articles/vol9_3/volume0903.pdf
South African Government. (2014). Department of Higher Education and Training, Government Notice No 819. Higher Education Qualifications Sub-Framework. Government Gazette No. 38116, 17 October 2014 — §34 and §35, p. 17. Electronically accessible from http://www.gov.za/sites/www.gov.za/files/38116_gon819.pdf
South Africa. [2017] Department of Labour. Technical Assistance Guidelines on the employment of people with disabilities (TAG). Pretoria: Chief Directorate of Communication, Media Production Unit. Electronically accessible from: http://www.labour.gov.za/DOL/documents/useful-documents/employment-equity/technical-assistance-guidelines-on-the-employment-of-people-with-disabilities
Post revised 3 May 2019