Introduction

The former US President Abraham Lincoln once remarked: ‘If I had eight hours to chop down a tree, I’d spend six sharpening my axe’ (Haslam & Valletutti 1996:112). The central point of this message is the importance of adequate and thorough preparation as the basis for equipping students or students with the required skills, knowledge, values and qualifications. In a similar vein, Alan Lakein aptly and succinctly captures this notion when he observes that ‘planning is bringing the future into the present so that you can do something about it now’ (Swain 2007:186).

What emerges forcefully is that careful planning through sound education and training is invaluable in preparing us adequately for our respective roles and responsibilities. There can be no doubt that all students, regardless of their educational level, deserve nothing less than high quality education and training that will provide them with opportunities for lifelong learning and the world of work, and that will enable them to participate meaningfully in society as productive citizens.

In highlighting the principle of equity as one of the fundamental principles that should guide the process of transformation in education, the Education White Paper 3 (1997) maintains that students should be provided with opportunities not only to enter higher education programmes, but also to succeed as higher education students. Put simply: there is simply no point in allowing students to go through the often time-consuming process of registering for specific courses if there are no support services to ensure that they do not drop-out but achieve success. When I use the word ‘success’, I am not simply referring to graduating with a certificate, diploma or degree, but also being skilled in a manner that enables a student to contribute meaningfully to the broader agenda for social and economic development. The prerequisite for all learning and development should therefore be the creation of an enabling teaching and learning environment in which everyone is supported and valued, and which promotes student access, participation and success.

This chapter, which draws largely on personal observation of and close interaction with students with disabilities over approximately five years, highlights the level of support provided for students with disabilities who are registered with the University of South Africa (Unisa), and the extent to which this support promotes their access and participation.