Abstract:

Retention and throughput are concerns in higher education worldwide. Differences were identified between South African universities that are attributed to the political history where historically disadvantaged universities (HDIs) and historically advantaged universities (HAIs) exist and compete in the same Higher education landscape. Significant differences are still found in the socio-economic statuses of students enrolled at HDIs and HAIs. Students from low socio-economic status backgrounds make up 75% of the student body at the University of the Western Cape (UWC) which is an HDI, in comparison to only 19% of students at the University of Stellenbosch, an HAI. Particularly in South Africa, the population of tertiary students includes a mix of younger and older students, more so at HDIs. Literature underscored that changes in access and student enrolment have not translated into changes in completion rates. It is vital that South African universities become places in which students, specifically from historically disadvantaged backgrounds, are provided every chance of successfully completing their degrees. Research has established that academic performance and success is adversely impacted by the presence of disorders or active symptoms. A neurological disorder such as ADHD is of particular concern. The adult diagnosis for ADHD requires persistence of clinically significant childhood symptoms of inattention, and/or hyperactivity and impulsivity into adulthood. ADHD presents slightly differently in the various developmental stages. Particularly, studies looking at tertiary students with symptoms of ADHD have identified higher rates of academic, social, psychological and adjustment difficulties compared to their non-ADHD peers. In short, ADHD potentially becomes a stigmatised social identity that can impact on the student experience and academic performance. The current research focuses on relevant stakeholders’ perceptions of what reasonable accommodation entails for students with ADHD to facilitate successful throughput at an HDI. A series of semi-structured interviews regarding understanding of disability and accommodation for students with ADHD in historically disadvantaged universities with key informants were done. Key role players such as, directors or designated staff members from the following sectors was identified: executive management, student administration, student affairs and academics. The information gained from these interviews will be analysed and used to inform interventions regarding accommodating students with ADHD at a previously disadvantaged South African university to successfully finish their degrees and have a well-rounded student experience.

Keywords:

Disability, Reasonable accomodation, ADHD, Tertiary institution, Historically disadvantaged university, South Africa.