ABSTRACT
The Ministry of Education in South Africa identifies ODL (Open Distance Learning) as an enabler of access to higher education. Higher education plays a central role in the social, cultural and economic development of South Africa today in order to redress past inequalities and to develop a learning society. Hence, the National Plan for Higher Education outlined in the “Education White Paper 3: A Programme for the Transformation of Higher Education” (DoE, 1997) encourages increased participation in higher education, especially of those from previously marginalized groups. The University of South Africa (Unisa) prides itself on being South Africa’s dedicated distance education university whose ODL-defined mandate, resources and reach enables it to increase access to higher education among marginalized communities and to support high-level capacity development on the continent. Part of its mission is not only to ensure open access to all students, especially those on the African continent and the marginalized, but also to address the needs of a diverse student profile by offering relevant student support. In reviewing Unisa’s 2015 Strategic Plan, Council identified addressing the needs of disabled students (and staff), and to create avenues of digital access for students as a priority (Unisa, 2015).
This chapter discusses these issues and highlights the specific challenges associated with digital access, with specific focus on students with disabilities, who might need adapted technologies, and students who lack technological resources, which leads to digital exclusion. Further, it explores the role of the Universal Design of Learning (UDL) in enabling greater access for students into the future.
