University of Zululand library and inclusive education: responding to the needs of students with disabilities

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dc.contributor.authorOcholla, Dennis N.
dc.contributor.authorEneya, Dorothy
dc.contributor.authorMostert, Bertha
dc.coveragePretoria, South Africa
dc.coverage.conferenceissn
dc.date.accessioned2026-03-17T12:14:05Z
dc.date.available2026-03-17T12:14:05Z
dc.date.issued2020
dc.departmentNameInformation Studies
dc.description.abstractThis paper investigates the University of Zululand Library’s response to the university’s inclusive education agenda with respect to the accessibility of library services to students with disabilities. This was a qualitative study within the interpretive paradigm that used Michael Oliver’s social model of disability as an underpinning theory. Semi-structured interviews were used to collect data from students with disabilities and library staff. In addition, physical inspection of the library building was also conducted. Data analysis was done by thematic analysis. The study reveals that the University of Zululand Library services are not inclusive. Students with disabilities struggle to access library services. They faced such challenges as inaccessibility of library services, unavailability of resources in alternative formats and assistive technologies, and the lack of a disability policy. The study also found that the library faced the following challenges in providing services for students with disabilities: limited funding, a lack of staff awareness and training, the lack of a disability policy and a lack of collaboration. Formulating regulations to enforce the implementation of disability policy and legislation, developing institutional disability policies, and providing assistive technologies are critical in ensuring the accessibility of library services to students with disabilities at the University of Zululand. Unless students with disabilities have equal access to information, the university’s inclusive education agenda will remain a distant dream. Access to academic library services is critical to the full participation of students with disabilities in education. Likewise, inclusive university education can only be realised when students with disabilities have equal access to information. This aligns with the Sustainable Development Goals and the United Nations Convention on the Rights for Persons with Disabilities, which promote equal access to services and facilities to persons with disabilities. This paper raises awareness for both library staff and university management about the current status of library facilities and services with respect to accessibility for students with disabilities and how to address inclusiveness in library service provision.
dc.facultyFaculty of Humanities and Social Sciences
dc.identifier.citationEneya, D., Mostert, B.J. and Ocholla, D.N. 2020. University of Zululand library and inclusive education: responding to the needs of students with disabilities. Mousaion: South African Journal of Information Studies, 38(1), pp.1-20.
dc.identifier.issn2663-659X (online)
dc.identifier.issn0027-2639 (print)
dc.identifier.otherhttps://hdl.handle.net/10520/EJC-1e3f1701ab
dc.identifier.urihttp://hdl.handle.net/10530/58973
dc.inproceedingsissn
dc.issuenumber38 / 1
dc.keynoteissn
dc.language.isoEnglish
dc.pages1 - 20
dc.peerreviewedYes
dc.publisherUnisa Press
dc.subjectDisabilities
dc.subjectLibrary services
dc.subjectAcademic libraries
dc.subjectAccessibility
dc.subjectUniversity of Zululand
dc.titleUniversity of Zululand library and inclusive education: responding to the needs of students with disabilities
dc.title.journalMousaion: South African Journal of Information Studies
dc.typeJournal Article
dspace.entity.typePublication
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