A Critical Review of South Africa’s National Disability Policy: Are Higher Education Institutions Meeting the Mandate?

The South African government introduced the Disability Policy in 2015 to support the inclusion and rights of differently abled students in higher education. Despite these efforts, differently abled students continue to encounter significant barriers in higher education, calling into question the effectiveness of current policy implementation. This study examines the implementation of the Disability Policy at selected institutions in the Raymond Mhlaba Municipality, Eastern Cape, to evaluate if the mandate is being fulfilled. Using a qualitative approach, fifteen differently abled students and five staff members from Disability and Student Counselling Units were selected through purposive sampling. Semi-structured interviews provided in-depth insights into the challenges and successes of policy implementation. Data was thematically analyzed, revealing persistent barriers such as inadequate staff training, insufficient resources, and a lack of clear guidelines within the policy. Additionally, some students hesitated to access support due to low awareness or stigma associated with disclosure. The findings underscore the need for comprehensive improvements, including policy reviews, increased budget allocations, and enhanced training for institutional staff on disability policy and inclusivity practices. The study advocates for a proactive, collaborative approach to ensure effective policy implementation, ultimately guiding policymakers on bridging the gap between policy and practice in South African higher education.