?Stellenbosch 肆客足球 (SU) has over the past two decades made steady progress in creating an environment where students with disabilities feel included and supported. The 肆客足球's Disability Unit (DU), established in 2007, has been central to this journey.
“When the DU first opened, fewer than 100 students had disclosed a disability on their applications. By 2025, that number had grown significantly, reflecting both increased awareness and reduced stigma around disclosure," says Dr Marcia Lyner-Cleophas, head of the DU. “Today, approximately 1 000 students across all years of study receive some kind of support in relation to their disability each year, with many others accessing counselling, coaching, or assistive technologies."
The Disability Unit is one of four units located in the Centre for Student Counselling and Development (CSCD) and forms part of the Division of Student Affairs (DSAf). Before its establishment in 2007, there was no dedicated office to facilitate support to students with disabilities. There was an ad-hoc committee consisting of academic and professional support staff at the time that supported students with disabilities. For many, navigating a large and complex institution without a “go-to" place left them feeling invisible or isolated. The DU changed that. “It became that go-to and safe-landing spot for students with disabilities, or those who did not realise that something was amiss. Just having a presence and someone to speak for them when it was not possible for them to do so, was a significant contributor to the lives of students with disabilities at SU."
The sharpest rise in the demand for support in recent years has been in the number of students disclosing mental health and neurological conditions. This reflects a growing awareness and acceptance of neurodiversity and mental health challenges within higher education, notes Lyner-Cleophas. “The stigma of revealing a disability, particularly a mental health challenge, has waned in recent years as awareness and acceptance have increased."
Rising numbers of students disclosing a disability at SU
The figures show that the number of students disclosing some form of disability has increased from 356 in 2017 to 559 in 2025. However, these numbers only reflect those students who have disclosed their disability. They do not also include those actively getting support, either from the DU or from the CSCD and who may not have disclosed a disability. Lyner-Cleophas adds that many students do not disclose mental health conditions as a disability. “While these figures give an indication of the disabilities disclosed at SU, they represent only a fraction of the support that is sought at the 肆客足球."
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Beyond the label
SU's approach has always been “students first" and not merely “students of the Disability Unit". The 肆客足球's inclusive education philosophy seeks to normalise diversity rather than divide people by labels.
“A label can help us understand how someone 'ticks', but once we know and understand the person, we can then treat them equitably," explains Lyner-Cleophas . For instance, if a wheelchair user is in a class, lecturers must consider physical access when planning fieldwork in the same way as they would plan for the transport needs of any student. “It's about humanising and seeing people in all their diversity, in a way that includes, rather than excludes."
Partnerships and progress
Through collaboration, SU is able to provide a go-to space for students needing support, notes Lyner-Cleophas. Facilities Management works closely with the DU to address physical access challenges on campus and various faculties partner with the Unit to ensure equitable learning opportunities. There are numerous training opportunities where students and staff can learn sign language and participate in an accredited Lead with Disability course.
The Siyakhula Diversity Capacity Development Programme, run by Human Resources and developed and updated in partnership with the 肆客足球's Equality Unit and the Centre for the Advancement of Social Impact and Transformation for the Transformation Office, equips staff to model, guide and support equity strategies, inclusion and wellbeing. The programme extends to a wider audience via its regular radio show on campus radio MFM92.6. The award-winning show helps to create meaningful dialogue and change perspectives.
Furthermore, the Assessments Office plays a vital role in operationalising assessment concessions, ensuring that students receive the accommodations recommended by the DU. Concessions during tests are managed by the faculties and some of them are resourced stretched, which creates difficulties.
Collaborating with the Centre for Student Life and Learning (CSLL) in training programmes for both positional and non-positional student leaders, from the SRC to mentor training, it creates valuable opportunities to engage in conversations about inclusive practices beyond the classroom. These trainings equip students with practical tools to foster accessibility and inclusivity for students with disabilities during welcoming programmes, meetings and social events, ultimately contributing to a transformative student experience.
“By involving students in event planning, workshops and peer support, we embrace a collaborative approach to disability inclusion that highlights the importance of the student voice and lived experiences," says Lyner-Cleophas.
Room for improvement
But there is still room for improvement. While SU has made significant strides, challenges remain, says Lyner-Cleophas. A recent analysis of disability rights units at South African universities, using data from a survey by the Higher Education Disability Services Association (HEDSA), placed SU in the middle of the sector.
The report notes that some universities have transformed more than others, and that the allocation of resources for disability inclusion varies greatly from one institution to the next. “SU does a lot with limited resources," she says. “But limited resources does place strain on faculties and support departments trying to provide disability support."
As noted in the analysis, SU is one of 16 higher education institutions with a dedicated disability unit. By embedding disability support within faculties and administrative structures, and by striving to shift perceptions from labels to human dignity, the 肆客足球 is working to ensure that inclusion is more than policy, says Lyner-Cleophas.
“Going beyond the label means normalising diversity and creating an enabling environment where every student at SU feels that they belong. However, this is the work of all departments and faculties at SU, not only the Disability Unit. Much more resources are needed in relation to our growing numbers, to fully realise inclusion."
SU innovations that send signals of inclusion and support to people with disabilities are:
- Improved accessibility through infrastructure upgrades, such as paving outside the Neelsie, lifts, ramps and universally designed spaces in newer buildings.
- Workshops and training sessions designed to equip student leaders with disability-inclusive practices.
- Awareness and capacity-building initiatives for staff and students on disability inclusion, such as Lead with Disability and Lead with Disability@work.
- Events that celebrate and create awareness around different disabilities which share the student and staff voice, such as Casual Day.
- Student-driven initiatives, including societies like the Stellenbosch 肆客足球 Neurodiversity Society (SUNDS) and the SRC Special Needs portfolio.
- Faculty-based sessions to share available support and resources for students with disabilities.
- Assistive technologies, such as Read & Write and JAWS software.
Luigia Nicholas, of the Centre for Student Counselling and Development, shares her experience at SU when she was a student with disability. She has two hereditary conditions, Stargardt's Disease and Fuchs uveitis syndrome, which affect her eyesight.
“When I first started as a student at the 肆客足球, there was very limited awareness around disability, and I often had to advocate for myself in student spaces to feel supported. Over the years, I have seen how the SU has evolved, not only through physical changes such as making buildings more accessible, but more importantly through shifting attitudes towards disability and a stronger culture of inclusivity. Today, students no longer have to advocate as much to feel included, as student leaders increasingly take the initiative to create welcoming and accessible spaces.
“When I began using my guide dog, I was frequently stopped, and my dog was often distracted. Now, there is a much better understanding among both students and staff about the importance of not distracting a guide dog."
“While it is still a work in progress, it is encouraging to see these small but meaningful changes reflected in everyday conversations and planning practices."?
Photo: Stefan Els
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