Exploring the influence of external factors on the academic success of students with disabilities at an Eastern Cape university

Abstract

This study investigates external factors that influence the academic success of students with disabilities (SWDs) at University A in the Eastern Cape, South Africa. Using a qualitative phenomenological case study design, semi-structured interviews were conducted with 15 SWDs across multiple campuses. Findings show that external support systems, particularly family, peers, and faculty, play a vital role in enhancing academic engagement and persistence. However, significant institutional barriers hinder progress, including limited accessibility, inadequate accommodations, and deficiencies within the Disability Support Unit. Participants also reported infrastructural challenges, such as inaccessible buildings and transportation, reflecting broader gaps in inclusive infrastructure. Guided by the Social Model of Disability, the study highlights persistent policy implementation gaps despite existing frameworks, especially in resource-constrained environments. The findings underscore the need to strengthen disability policies, improve faculty training, and invest in accessible campus facilities. Addressing these systemic barriers is essential to ensure equitable learning opportunities and to foster academic success for SWDs in higher education. State the contribution of this study to scholarship.