Hidden Disabilities Highlighted at Research Indaba

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To foster constructive and research-based dialogue and discussion around challenges facing students with disabilities, UKZN’s Disability Support Unit (DSU) hosted their third Annual Disability Support Research Indaba on the University’s Westville campus. 

Based on the success of the previous two Research Indabas, held in the past two years, it has now evolved to an annual expectation. The theme for 2017 was entitled: Considering New Pathways: An Analysis of Disability Intersecting with Diverse Factors as a Means of Addressing Barriers within the Higher Education Landscape and Society. 

The focus of the Indaba, also covered by the sub-themes, was to discuss the aspects of access to higher education, social justice and an insight on hidden disabilities. 

A range of presentations were delivered by students, academics, representatives of NGOs and various disability experts and activists. 

In her opening address, Executive Director of Student Services Division, Dr Rose Laka- Mathebula, conveyed that the time had come for university campuses to cater fully for students with disabilities to ensure that they had a ‘full experience’. 

Laka-Mathebula encouraged delegates to continue with their work in support of persons with disabilities. ‘Continue to heighten your commitment and your efforts to ensure the voices of people with disabilities are heard.’ 

Keynote speaker and Assistant Director in Non-Communicable Diseases at the KwaZulu-Natal Department of Health, Mr Mncedisi Mdunyelwa, said in the predominantly Western-oriented academic cycles and investigations, the disabled people’s voice, especially African students, were either side-lined or suppressed because indigenous knowledge systems were not taken seriously. 

‘The critical action is how disability research in Africa maintains its own unique identity whilst embracing western methodologies.’ 

In a panel discussion examining the theme and the subthemes of the Indaba, the issues of hidden disabilities were debated. Students with these types of disabilities often found it difficult to disclose because of fear of being discriminated against. Eighty percent of disabilities are invisible to the naked eye. 

Some of the challenges raised by students during the presentations and workshops included that lecturers were not skilled in how to deal with students with disabilities, the difficulties experienced in accessing lecture venues and libraries, the challenges faced by students that are hard of hearing and Deaf in the noisy and large classrooms, and financial support especially for postgraduate students. 

Hidden disabilities include conditions such as dyslexia, ADHD, anxiety, depression, sleeping and emotional disorders, and chronic illnesses. 

Laka-Mathebula asserted that one of the challenges was translating policies at the University into action because key stakeholders were not at “these” meetings and gatherings. 

One of the key highlights of the Indaba was the inaugural ‘Dinner in the Dark’, that was the gala event on the evening of the first day.  This was primarily to raise awareness around issues of disabilities and give delegates the experience of what blind students go through every day. Delegates were ushered into the darkened venue by a blind student, and further had the option to use a blindfold as the light increased during the course of the night. Each table was hosted by a blind student who engaged with the participants on general issues around disability. Entertainment was also done in the dark. 

Overall, the Research Indaba was seen as a sterling success. Presenters came from both national and international locations and delivered research presentations that were rich, empowering, enlightening and challenged the paradigms of Education in respect to Students with Disabilities.  

Words: Sithembile Shabangu