ABSTRACT

This chapter discusses the inclusion of students with disabilities at the two case universities, drawing from the work of Y. Sayed and Sayed et al. on inclusion and exclusion. Sayed argues that the main conceptual weakness of current theorisation of inclusion and exclusion is a failure to engage with social justice concerns. Findings highlight some negative practices regarding funding conditions, the creation of social networks, teaching and learning practices, as well as assessment and examination procedures. Students highlighted different spaces within their universities where they face difficulties accessing teaching and learning facilities. While higher education has the potential to equip students to challenge negative perceptions of their impairment and alter their self-concept through social capital formation, students reported limited social networks and social relations at university. Capability approaches can help us understand and evaluate social justice by directing our attention not only to the educational outcomes, but also exploring the processes that lead to the different inclusive results.