Advancing inclusive higher education in South Africa

Key enablers, constraints, and practical support strategies for students with disabilities

Bibliographic Data

ID22165013
AuthorsSithabile S Ntombela (0000-0003-4196-9769, University of Zululand), Sithabile Ntombela (University of Zululand), Mamochana Anacletta Ramatea (0000-0002-6424-2143, University of Zululand)
Year2026
Volume11
Publication date2026-05-07
Open AccessYes
TypeARTICLE
VenueFrontiers in Education (JOURNAL)
Journal identifiersISSN: 2504-284X • E-ISSN: 2504-284X
PublisherFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2026.1808255
OpenAlexW7160534854
LanguageEN
References cited39

Introduction Persistent assumptions among educators often imply that all students learn in similar ways, yet this overlooks the considerable diversity within South African university classrooms. To address this diversity and reduce barriers to students’ learning and development, the South African government adopted inclusive education policy frameworks aimed at increasing access, participation, and success for all students. Although access to higher education has expanded over the past two decades, many students, particularly those with special educational needs and disabilities (SEND), continue to experience barriers that limit their meaningful participation. Universities in South Africa have made significant advances in promoting inclusion; however, gaps remain in the provision of quality education. Methods Guided by the philosophy of inclusion, this narrative review synthesises existing research to identify key enablers, constraints, and practical strategies for advancing inclusive education in South African universities. Using Scopus, Web of Science, Eric, and Google Scholar searches, the review employs a thematic approach to analyze how universities in South Africa have responded to national inclusive education requirements, identify areas of progress, and highlight continuing barriers that hinder full students’ participation and success. Results The findings indicated that while South African universities have made advancements toward inclusion, inconsistencies in inclusive practices persist due to uneven policy implementation, unclear accountability structures, and insufficient integration of strategies to promote inclusive curricula in universities. Discussions The paper examines enabling conditions, such as strengthened disability support services and institutional commitment, that can help address the persistent barriers to inclusive education. It contributes to ongoing scholarly and policy conversations on strengthening inclusive practices and creating more equitable learning environments for students with SEND in South African universities

Accountability · Curriculum · Higher education · Thematic analysis · Universal design · Disability Education and Employment · Disability Rights and Representation · Inclusion and Disability in Education and Sport

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