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Module 4: Disability
Welcome to Module 4! You are doing so well!

Exit level outcome 10

Implement counter measures to disability discrimination.

By the end of this Module you will be able to:

 Be informed about disability
 Apply measures to prevent disability discrimination
 Promote disability awareness
 Deal with disability as a peer educator.

In this Module you will learn more about disability, identify disability discrimination and its effects and
oppose disability discrimination, learn how to promote disability awareness and get ideas on how you
can deal with disability as a peer educator.

Topic 1: Understanding disability

There are many different types of disability. Some are obvious, and others are not so obvious. Some
people may have more than one disability.

Different disabilities will impact a person’s involvement in study or work in different ways. People
who have the same type of disability will not experience their disability in the same way.

Every person with a disability is an individual who will have their own specific experiences and
disability-related needs.

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Poll
How many people in South Africa do you think are living with a disability?
 48%
 15%
 19%
 50 %
 10%
 30%

Types of disabilities

The categories of disability include:

 Body structure and function (and impairment thereof)

 Activity (and activity restrictions)
 Participation (and participation restrictions)

Disabilities can affect a person’s:

 Communication
 Hearing
 Learning
 Mental health
 Movement
 Memory
 Social relationships
 Thinking
 Vision

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There may be students on your campus with disabilities, for example:
• communication disabilities - stuttering, unable to speak
• deaf and partially deaf, able to lip read
• Deaf (Capital D, requiring South African Sign Language interpretation)
• learning disabilities - reading and writing difficulties, dyslexia, attention deficit hyperactivity
disorder (ADHD), Asperger’s syndrome, a form of autism spectrum disorder where students find it
difficult to relate to others and their behaviour can be rigid and repetitive at times.
• mental disabilities - anxiety, depression, bipolarity, post-traumatic stress disorder (PTSD), eating
disorders
• health condition – cerebral palsy, Down syndrome
• limited mobility - wheelchair users, using crutches, paralyzed e.g., unable to use arms or hands
• blind and partially sighted.

To do
1. Think about what you learnt in Module 3 about depression. Explain why depression is
also viewed as a disability.
2. Have you noticed students with disabilities on your campus? If so, list the different
types of disabilities that you have observed.

Models of disability

Medical model
The medical model of disability is outdated. It
focusses on the inabilities of people with disabilities.
The medical model of disability says that people with
disabilities are broken. They are disabled by
something that is wrong with their body or mind. Under
the medical model, people with disabilities need a
cure to make them like everybody else.

The problem is the person with a disability

• Housebound
• Dependent on wheelchair
• Can’t walk
• Can’t get up steps
• Can’t see
• Can’t hear
• Is sick
• Has fits
• Needs help
• Needs carers
• Needs to be cured

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Social model
This model was developed to challenge the medical model.

The social model is an updated way of considering disability. It says

that people with disability aren’t disabled by their disabilities, but by
the world around them. It focuses on barriers that prevent people
with disability from participating in society.

Rather than saying that the problem lies with the individual, the
social model argues that the problem is that society is not accessible
or inclusive. Under the social model, society needs to be more
accessible and inclusive to ensure that people with disability can
participate just like everyone else.

The social model challenges the medical model and focuses on the abilities of people with
disabilities rather than on their inabilities.
 It assesses the impact that the environment
has on the full participation, inclusion and
acceptance of persons with disabilities as part
of mainstream society.
 It shows us that what we should be doing is
adapting our environments, attitudes, and
organisations to enable or accommodate
people with disabilities.
• This model notes a lack of access to
opportunities as well as discrimination in
society.
• Disability can be permanent or temporary.
• Disability affects everyone.

The problem is how society is arranged; not the person with disability
For example, there are:
• Buildings with only stairs; no ramps, no lifts
• Inaccessible buildings, housing and lecture rooms
• Lack of handrails
• Inaccessible public transport
• Discrimination, stigma, separation
• Misunderstanding needs
• Barriers to employment
• Few sign language interpreters
• Expensive healthcare demands
• Lack of toilets, wash facilities, parking.

Note there is model called the Human Rights models of disability and Indigenous
People’s model of disability. Both these models are excellent and fully inclusive. To find
out more see:
 [Link]
accommodations/disability/models-of-disability/

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To Do
Discuss the answers to these questions in a small group.
1. How does the social model relate to human rights?
2. Which model do you think is the focus on your campus? Give
reasons for your response.
Watch this video and then discuss the answers to the questions in your same small group.
 [Link] We need to talk about disability (2 min)
1. What do we need to do to promote equality for people with disabilities?
2. What barriers do you think students with disabilities face on your campus?

To do
Read the COLOUR the word is written in, not the word itself. Afterward, discuss how your
brain wants to read the actual word. Even when you can make yourself do it correctly, you
must read much slower than usual.

This is an example of how difficult it is for students with learning disabilities to get through the day.
Their brain understands what needs to be done, but they have to struggle to make it come out right.
Not being able to do this activity correctly does not mean you are not smart. It just means that your
brain wants to do something different.

Reflection
1. How do you feel about disability?
2. How has this topic changed the way you think about disability?

Useful Resources
Websites
 [Link]
 [Link]
 [Link]
 [Link]

Videos
 [Link] Disability – How you see me (3 min)
 [Link] We need to talk about disability (2 min)

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Topic 2: Disability Discrimination
Discrimination
Discrimination is when a person or group of people are treated differently and unfairly based on
certain characteristics they may have, e.g., race, gender, or disability. Disability discrimination is when
a person is treated differently and unfairly based on their disability.

Our world has a lot of diversity. There are religious people, non- religious people, people with different
skin colours, speaking different languages, and so on. Some people have some disability, and others
do not have any disability. We are all very different.

Discrimination against people who belong to a certain group is against the law. All people should be
provided with equal opportunity and have the right not to be discriminated against.

RISK ASSESSMENT DISABILITY DISCRIMINATION

Zone Check: DISABILITY DISCRIMINATION Yes No

1. Do you find it difficult to be with a person with a
disability?
2. Do you tend to ignore students with disabilities
on campus?
3. Are you scared of people with disabilities?
4. Do you avoid eye-contact with people with
disabilities?
5. Do you stare at people with disabilities because
they may look different?
6. Do you make jokes about people with disabilities?
7. Do you label, stigmatise or call people with
disabilities hurtful names?
8. Do you talk down to people with disabilities?

9. Do you get impatient with people with

disabilities?
10. Do you say you will not learn sign language
because you don’t need it?
If any of your answers place you in a red square, you are in the RED
ZONE. This might mean you are at risk of discriminating against people
with disabilities. Work through this Module to change your attitude and
to learn how to better understand people with disabilities.

To Do
What types of discrimination do students with disabilities face on your campus?

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Protocol to the African Charter of Human and People’s rights on the rights of persons with
disabilities in Africa.
 [Link]
disabilities-africa
This is a useful document about the rights of people with disabilities in Africa.

The DHET want to ensure that there is no discrimination against students with disabilities. Hence the
DHET has produced an important policy document that
should be implemented at all campuses.
Strategic Policy Framework on Disability for PSET

The Strategic Policy Framework on Disability aims to promote

and ensure:
 Full realisation of the potential of every student
 Tolerance of ideas
 Appreciation of diversity
 People with disabilities will enjoy equal opportunities in PSET
system
 PSET institutions and programmes are accessible for people
with disabilities
 Services for people with disabilities are offered without any
prejudice.
 The understanding that barriers experienced by people with
disabilities are not just physical
 Realisation that attitudes also ‘disable’ people from having
equal opportunities to be part of society
(Source:
[Link]
rk%[Link])

To do
Work in a small group or work alone.
1. Explain what the aims of the Strategic Policy Framework on Disability mean.
2. Do you think these aims are realised on your campus? Give reasons for your response. Now try
to explore your campus to find out more:
3. Investigate the services that are available on your campus for students with disabilities.
For example, does your campus have:
 Disability Unit
 Students Support Services (SSS) making provision for support for students with
disabilities
 Inclusive Education Officer
 Remedial Educator
 Campus Access Officer
 Learning skills lab
 Wheelchair access
 Lecture halls fitted with necessary support devices for students who are deaf and blind

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 Access to braille texts and voice recording of lectures
4. What other services not on this list, should be available on your campus to support students with
disabilities? Make recommendations.
5. Critically evaluate the extent to which campus adheres to the policies in the Strategic Policy
Framework on Disability for the Post-School Education and Training System (DHET).

To do
Watch this informative video and then answer the questions that follow:
 [Link] The do’s and don’ts of disability (3 min)
1. Why should you not treat people with disabilities differently?
2. In the video, there are a number of don’ts. Do you do any of the don’ts? If so, how will you
change your behaviour?
So, what would be the appropriate way to behave?
 Treat all people as equals.
 Speak directly to the person and not to their friend or helper.
 Respect people with disabilities.
 Do not pity them.
 Speak normally (same pitch and volume) but speak a little slower if someone cannot hear
well. Speak louder only if they ask you to. If they have a hearing aid, if you speak too loudly, it
will be difficult to hear.
 Do not stare.
 Make eye contact and be friendly.
 Ask how you can help before making assumptions.
 Allow enough time for communication.
 Do not tease or make fun of people – treat others as you would like to be treated.
 Use appropriate language.
 Do not stereotype.
 Avoid ableism - discrimination against people with disabilities

How to be an Ally
 Acknowledge and respect different experiences and abilities
 Learn about different disability types
 Use your influence, skills and knowledge as a peer educator to promote accessibility and
inclusion
 Own up to mistakes and apologise when necessary.

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Be an ally, rather than an ableist

(Image source: [Link] )

Hints to avoid discriminating against people with disabilities

Use People-First Language

Use People First Language Avoid this language

Person with a disability The disabled person, handicapped
person
People with disabilities The disabled

Person without a disability Normal person

Wheelchair user Wheelchair bound

Respond appropriately to a person using a wheelchair

When talking to a person who uses a wheelchair:
• Speak directly to the person
• Ask before you help them; offer help but don’t just start
pushing the wheelchair
• Avoid patting them on the head
• Avoid praying over them
• Avoid asking what is wrong
• Do not stare
• Treat them as you want to be treated: equally.

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To do
Watch these six videos. After each video, share what made an impression on
you in pairs.
Once you have watched all 6 videos, discuss the answer to the question that follows in
your same pair.
 [Link] Things not to say to someone
who uses a wheelchair (5 min)
 [Link] Things not to say to a person who is deaf (6
min)
 [Link] Things not to say to a person who is blind (5
min)
 [Link] Things not to say to a person with cerebral
palsy (5 min)
 [Link] Things not to say to a person with autism (4
min)
 [Link] Things not to say to someone with
depression (6 min)
1. Were any of the statements surprising to you, now that you have learnt more about disability?
Which statements surprised you, and why?
2. Tell your peer about the do’s and don’ts of interacting with people with disabilities.

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To do

(Image source: [Link] )

Look at the image then answer the questions.
1. Do people with disabilities have equal rights in their everyday experiences? Give a reason for your
answer.
2. What can we do to oppose disability discrimination?

Reflection
1. How do you feel about the discrimination that people with disabilities experience?
2. What would you do to ensure you never discriminate against people with disabilities?

Useful resources
Websites
 [Link]
amework%[Link]
 [Link]
 [Link]
 [Link]
 [Link]
%20Disabilities%20Educational%[Link]
 [Link]
gazetting-white-paper

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 [Link]
examines-report-south-africa
 [Link]
disabilities-the-window-is-dressed-but-the-mannequins-remain-immobile/

Videos
 [Link] Disability discrimination (3 min)
 [Link] Fighting discrimination against persons
with disabilities in the workplace (2 min)
 [Link] Stop disability discrimination (11 min)
 [Link] The do’s and don’ts of disability (3 min)
 [Link] Things not to say to someone who uses a
wheelchair (5 min)
 [Link] Things not to say to a person who is deaf (6
min)
 [Link] Things not to say to a person who is blind (5
min)
 [Link] Things not to say to a person with cerebral
palsy (5 min)
 [Link] Things not to say to a person with autism (4
min)
 [Link] Things not to say to someone with
depression (6 min)

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Topic 3: Promoting disability awareness
What you need to know about disability awareness
Globally, people with disabilities are marginalised and excluded from full participation in society. In
South Africa, people with disabilities face many forms of discrimination in various social situations,
including access to healthcare services, employment and education.

One of the most difficult things a person with a disability has to deal with, is the attitude of
people without disabilities.

To Do
Look at this cartoon and then answer the questions.

(Source: [Link] )
1. What is happening in this cartoon?
2. In what way is the woman’s patronising and insulting towards the person in the wheelchair?
3. How do peoples’ uninformed attitudes cause barriers for people with disabilities?

4 To Do
Discuss in a small group:
1. How do our attitudes also ‘disable’ people from having equal opportunities on campus?
2. What can we do to make sure our attitudes are not barriers for people living with
disabilities?

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To Do

Case study Students with disabilities speak

I appreciate the few students who ask me what I need help with. They actually ask what I would like
them to do. I like that they don’t assume what I may need. I also appreciate that they respect me
enough to communicate openly and talk to me. But I do wish more students would do so.

I learn best when I can get up and move around; I have attention deficit disorder and really struggle to
sit still for an hour. So, in class I like to get up during the lecture and quietly move around the room,
stretch, and then go back to my seat. I try not to disturb the other students. But some tell me to sit
down. It makes me feel shy.

I use a support dog. Some students make nasty comments about my dog. Others kick out at it. They tell
me no dogs on campus. I cannot be without my support dog. I feel anxious about their attitudes and so
on some days just don’t come to campus.

I have a learning disability and struggle to write. But I am great at speaking, so I prefer to hand in my
tasks as voicenotes or vlogs. I also record the lectures. But some students complain that I am getting
special treatment. They said it was unfair. I guess they just do not understand my situation.

There is only one toilet on campus for students with disabilities. We cannot use the other toilets as
everything is out of reach. However, students without disabilities often use our toilet. It’s unfair; I have
wet myself while waiting. That was so embarrassing.

It was hard to understand what people were saying when we all had to wear masks during the COVID-
19 pandemic, as I could not lip-read. But communication could have been made much easier if
everyone on campus had made the effort to learn sign language.

Just because I am using a wheelchair does not mean that I don’t want to go to parties and have fun. But
the students in my res often don’t ask me to join; they just don’t bother to invite me. That really makes
me feel so alone and left out.

I find it hard to move around and need to park close to our lecture halls. However, the disabled parking
bays are often used by able-bodied students. I find this very frustrating and it makes me so angry.

I had a stroke, and my face did not recover fully. I speak slowly and slur my words. Some students mock
me and ask if I am drunk. I don’t think that is funny. Those comments hurt.

Read the case study and then answer the questions.

1. What message do you get from the students who have disabilities?
2. What can you do in your interactions with students with disabilities, to make life on campus
more inclusive?

To Do
Part of raising awareness about disability on campus is to educate your peers how to interact
with people with disabilities.
Look at this video.

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Then discuss answers to the questions in a small group:
 [Link]
disabilities/ Etiquette (good manners): interacting with people with disabilities (4 min).
1. What reminders do you get from watching this video?
2. How could you enable more of your peers on campus to see this video?
3. How would you introduce the video to your peers?

Reflection
1. What is your attitude towards people with disabilities?
2. If you have a disability, what do you observe about some people’s attitude towards you?
3. How can you raise awareness about disability on campus?

Useful resources
Websites
 [Link]
 [Link]
 [Link]
Videos
 [Link] Dear Hearing people (2 min)
 [Link] Disability Sensitivity Training Video (4 min)
 [Link] Top 5 mistakes dealing with people who are disabled (3 min)
 [Link] General Disability Awareness person-first terminology (2 min)
 [Link] Things people with disabilities wish you knew (5 min)
 [Link] Disability: ask us anything (15 min)

To Do
Play a disability awareness game!

(Image source: [Link]

combined_Braille-[Link])
Find out how to play the game here:
 [Link]
This is a fun, competitive and engaging game for 2 to 10 players. The goal of the game is to go through
the stages of university, from admission to graduation and entering the job market! But… your avatar
has a disability. This enables you to step into their shoes and experience life on campus as someone
with an impairment. And watch out! Sometimes, unforeseen events happen in life. These can be
opportunities, or disasters. ([Link] )

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Topic 4: Dealing with disability as a peer educator
As a peer educator you can make a helpful
difference in both promoting disability awareness
and in the way you communicate with students
with disabilities. You can help to oppose disability
discrimination and also assist to make the campus
more inclusive and accessible. You can share your
knowledge about the do’s and don’ts of
communicating with people with disabilities. You
can make a huge contribution to making campus a
welcoming place for all students.

You may be a peer educator with a disability. Think

about how you can use your personal experiences
on campus to help make the campus more
inclusive and accessible for other students with
disabilities.

It is vital that you include students with disabilities

in your plans and projects on disability. Ask for their participation, advice, assistance and input.

To do

Students with disabilities have said:

“Nothing about us without us”

“We want human rights not charity”

“Ask us, don’t assume”

“Treat us equally”

“Support us, but don’t pity us”

1. Why is it essential to include peers with disabilities in conversations and initiatives about disability?

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What you can do as a peer educator
You can apply all the suggestions you have seen in the videos and the ideas you learnt in this module.

Some peer educators shared ideas of what they have learnt

and done:
 Communicate with students with disabilities and ask them
what you can do to help them to study. Never assume and
decide for the student; listen to what the student wants and
needs and work together to make this happen.
 Ask students to read and record textbooks and class notes
for students who are blind.
 If you have a student who is blind in class and the lecturer
is showing a PPT, describe the pictures to the student
 Never patronise or belittle. For example, students who are
wheelchair users often feel talked-down to. Do not pat a
student in the wheelchair on the head. Do not shout; the
student is not deaf. Do not belittle or talk to them as if they
are children. Also, do not ignore and look away as if they do
not exist.
 If wheelchair access on your campus is limited, set up a roster so students can
take turns to assists students using wheelchairs to move around campus.
 Also set up a roster so students can take turns to be the ‘eyes’ of students who
are blind.
 Be patient with students who stutter. Do not interrupt the student or rush the
student to speak, or speak for them.
 When referring to people with disabilities, use language that focuses on their
abilities rather than their disabilities.
 Make friends with students with disabilities.
 Motivate for disability parking for students.
 Do see and hear the students with disabilities on your campus. Make them feel
visible, not invisible.

Organise sign language classes for the whole campus community

Our South African government has approved the Constitutional Eighteenth Amendment Bill, and has
made South African Sign Language the country's 12th official language.
South African Sign Language (SASL) is the primary sign language used by people who are deaf in
South Africa. Encourage everyone in on campus, including yourself of course, to learn the basics of
South African sign language.

To Do
Watch the videos to get started:
 [Link] South African Alphabet fingerspelling
(30 sec)

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 [Link]

Practice signing “I love you” in South African sign language.

 [Link] SA Sign Language: A-Z greetings (7 min)

1. Discuss the importance of learning South African sign language.
2. Look at the two sign language charts.
3. Practice using sign language.
4. Explain how you could organise sign language classes on campus.
The South African sign language alphabet

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(Poster source: [Link]

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To Do Project
Work in a small group or alone.
1. Implement an activity to promote disability
awareness on your campus.
2. This activity should help to enable peers with
disabilities to be included where they are
excluded.

For example, you can organise and motivate

for:
 sign language classes on your campus
 construction of ramps
 recordings of lectures
 buddy-systems to take turns to assist peers with disabilities when requested

You could also:

 invite guest speakers with disabilities to address the students on what they could do to
ensure campus is more inclusive
 encourage peers to volunteer to assist students with
disabilities when required
 ask students with disabilities to record short videos
about how they would like campus to be more
inclusive and ensure that the videos are widely viewed.
 run a social media campaign on disability awareness
 run a campaign to make sure everybody feels welcome
on campus
 promote etiquette for interacting with peers with
disabilities
 make recommendations with the assistance of peers
with disabilities, on how to make campus more
accessible and inclusive, and make the
recommendations available to campus management.
3. Submit evidence of your activity.

Reflection
1. How do you now, at the end of this Module, feel about your attitude towards students with
disabilities?
2. What have you learnt about how to act towards students with disabilities?
3. What is one thing you commit to do to show support for students with disabilities?

Useful resources
Website
 [Link] (Free and living South African Sign Language Dictionary
searchable by handshape, location, category or text.)

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Videos
[Link] South African Sign Language Lesson One
(12 min)
 [Link] South African Sign Language Online Training
Lesson 1 (6 min)
 [Link] Day 1 of 21 Learn the Real ABC in SA Sign
Language - Not hearing impaired, rather call me deaf (11 min)
 [Link] Why accessible design is for everyone (TED) (14
min)
 [Link] Women with disabilities (5 min)
 [Link] Disability inclusion for successfully achieving
health and well-being for all (2 min)
 [Link] Inclusion Matters: Debunking Common Myths
around Disability (7 min)

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