Abstract:

Most higher education institutions have adopted a disability policy that embraces the 'Social Model' of disability, which means that the institution has shifted its focus from viewing students with disabilities (SWD) as the problem to highlighting and uncovering policy and system barriers that hinder student attrition, retention, and success. Since Covid-19, the discourse over retention and attrition has centred on students with disabilities in science fields, an enduringly vulnerable group that has become more vulnerable as a result of the pandemic. The aim of this study was to gain insight into the attrition and retention of students with disabilities in science fields at a South African open and distance-learning higher education institution, as well as the support provided to improve success and expectations of degrees in science-related fields. Although the University is required to assist all students in completing their degrees within the timeframe specified, students with disabilities frequently face a variety of problems that might hinder their academic progress and overall educational experience. These difficulties differ based on the nature and severity of the disability, the specific college and qualification, and the support services available. This study looked into whether the variety and types of support available to students with disabilities in science subjects improved their performance. It is argued that the variety and types of support provided to students with disabilities in science fields enhanced their resilience and chances of entering science degrees. Detailed document profiles of selected undergraduate students with disabilities were developed and analysed. Follow-up interviews with students, academics, and support staff were undertaken to identify learning barriers and the support that students required on their journey to success. According to the findings, personalised support for students with disabilities based on their unique learner characteristics and student profiles, will improve retention. The study improved our understanding of the lived and learning experiences of students with disabilities, the barriers that they face, particularly since the onset of the pandemic, and proposed ways to improve support, retention, and success for students with disabilities, while also addressing the lowered expectations of science degrees.

Keywords:

Disability, personalised support, retention, attrition, lowered expectations.