The impact of disability support services on the academic success of students with disabilities in South African higher education institutions

Karabo Sibadela, Decent Munzhelele and Nngodiseni Jimmy Budeli
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Karabo Sibadela: University of Venda
Decent Munzhelele: University of Venda
Nngodiseni Jimmy Budeli: University of Venda

International Journal of Research in Business and Social Science (2147-4478), 2025, vol. 14, issue 6, 305-315

Abstract: This study explores the impact of disability support services on the academic success of students with disabilities in South African higher education institutions. Recognizing the increasing need for inclusive educational practices, this research examines how effectively disability support services (DSS) facilitate the academic journey of students with disabilities and whether these services contribute to their academic achievements. The study employs a qualitative research approach with an exploratory design, using a comprehensive desktop research methodology to synthesize existing literature and secondary data. Thematic analysis was employed to transcribe and analyze the data, allowing for the identification of key themes related to the accessibility, quality, and effectiveness of disability support services. Findings suggest that while disability support services in South African higher education institutions have made strides in providing accommodations and resources, significant barriers persist, including limited awareness, insufficient resources, and gaps in institutional policies. The study also highlights the role of DSS in promoting academic performance, retention, and social inclusion of students with disabilities. This research contributes to the ongoing discourse on the accessibility and effectiveness of support systems for students with disabilities in South Africa, offering insights that may inform policy development and institutional practices aimed at enhancing educational equity and inclusion. Key Words:Accessibility; Disability Support Service; Disability; Students; Inclusive Educational.

Date: 2025
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