Postgraduate Diploma in Disability Studies

Purpose

The Postgraduate Diploma will provide an intensive, focused opportunity for practitioners in different sectors to engage critically with disability as a social construct and shift thinking about disability as a human rights and social justice issue, not merely a medical and welfare concern. Learners will have the capacity to apply high-level academic, leadership and management skills to the implementation and monitoring of policy for disability inclusive development. In addition learners will be able to:

• Appreciate the importance of lifelong learning and the importance of self-initiative in pursuing it.
• Understand when and how to acknowledge the limitations of own expertise and elicit the expertise of others.
• Operate effectively in an electronic age by gaining familiarity with online tools and their environment.

Rationale

Within the South African context, the process of the integration of disability conscientisation within the modes of delivery of government and the operation of civil society, is largely in its infancy. A large-scale process of critical interrogation of the nature and origins of the marginalisation of disabled people in our country is required, in order for transformation to be fuelled and strategically undertaken. It is thus essential that prominent stakeholders and decision-makers from a variety of state and non-governmental institutions be afforded the opportunity to develop critical skills surrounding disability, in order that the needs of disabled people begin to be equitably integrated into mainstream society.

It is essential that uniquely South African and African models of disability oppression and disability development, be constructed and elaborated, toward effecting strategies for equity and inclusiveness. The disability sector's massive organisational networks and community development projects provide key research opportunities for baseline data collection, as well as the piloting of intervention strategies, whilst the academic sector provides access to theoretical frameworks and the tools for critical interrogation of South African responses to disability on all levels.

This Postgraduate Diploma is an inter-disciplinary qualification that is aimed at a range of professionals engaged in the disability and development sector as well as disability activists and government officials.

The qualification will be of benefit to both disabled and non-disabled managers in national, provincial and local governance structures' disability activists' service providers in non-governmental organization (NGO), civil society, public and private sectors, including Health Professionals, Social Workers, Teachers, Human Resource Managers, Policy Makers and staff of higher education institutions across different faculties in South Africa and other African countries.

Recognition of Prior Learning (RPL)

Applicants who wish to be considered on the basis of RPL (Recognition of Prior Learning) will be required to submit a personal portfolio reflecting, amongst others, their experience in the field of disability and/or development and any relevant work experience; and past attendance of relevant courses for which they may have obtained Certificates or Diplomas. Assessments to identify critical thinking skills in writing and reading may be conducted and learners may be required to attend short courses held by the Division of Disability Studies before or during registration for the qualification. The portfolio and assignments are assessed by the divisional RPL team and learners advised accordingly.

Entry Requirements

• A relevant Bachelor's Degree.
• A relevant Advanced Diploma.

The qualification comprises 3 compulsory modules at Level 8 and 1 elective module totalling 120 Credits.

Compulsory Modules at Level 8, 90 Credits

• Introduction to disability as diversity, 30 Credits.
• Developing critical research literacy, 30 Credits.
• Monitoring disability in society, 30 Credits.

Elective Modules at Level 8 (choose one)

• Critical priorities in disability and development, 30 Credits.
• Disability Studies in Education, 30 Credits.

1. Develop an understanding of disability as an issue of diversity with deep psychological roots that results in social injustice.
2. Critically engage with research in the light of the transformative aims of the disability practitioner and to become familiar with the discipline of Disability Studies with conceptual understanding.
3. Critically apply global notions of disability, human rights and social justice to the African context.
4. Monitor the capacity of government, civil society and development agencies to implement strategies that lead to the equalisation of opportunity and social justice for disabled people.
5. Examine educational theory and practice through the lens of critical disability studies which critiques an underlying deficit model of disability with regard to special education.

Associated Assessment Criteria for Exit Level Outcome 1

• Critical analysis of disability from micro to macro contexts is developed.
• Disability as an issue of justice, diversity and belonging is explored.
• Emotional responses to disability and how unconscious processes mediate disability related decision making are analysed.
• Intersections of disability with other positional ties are analysed.
• Issues of power, privilege and oppression, and agency are identified.
• Processes of Othering are explained.

Associated Assessment Criteria for Exit Level Outcome 2

• Information from various sources is analysed and synthesised.
• Basic concepts of research and its methodologies are understood.
• Understanding of the ethical dimension of conducting applied research is demonstrated.
• Appropriate research topics are identified.
• Existing skills and knowledge to identify and formulate new problems are applied.
• Basic quantitative and qualitative research is organised and conducted.
• A research report is written.

Associated Assessment Criteria for Exit Level Outcome 3

• An awareness of the global context of neoliberalism and development as it impacts on social transformation is created.
• Disability as a critical issue within global development initiatives is understood.
• National and international development strategies are designed and disability issues are integrated in a mainstreaming and twin track approach.
• Collaboration and strategic partnerships to ensure disability inclusive development are understood.

Associated Assessment Criteria for Exit Level Outcome 4

• The United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) and Community-Based Rehabilitation (CBR) Guidelines as framework for monitoring disability inclusion in development is understood.
• Elements of organisational capacity for disability inclusion are identified.
• Different paradigms underpinning monitoring are understood and critiqued.
• Indicators to monitor participation in development and service delivery are developed.
• Skills in monitoring participation of people with disabilities are demonstrated.
• Monitoring matrices; processes and tools are critiqued.
• Skills in advocacy and community mobilisation and communication are demonstrated.

Associated Assessment Criteria for Exit Level Outcome 5

• Deficit models of education that require special education interventions are critiqued.
• Barriers to education for people with disabilities that arise from the social context in which education occurs are examined.
• Changes to educational provision, including curriculum development, which addresses these barriers are explored.
• Teaching, learning and curriculum strategies that promote disability inclusion at all levels are identified.
• Educational strategies that are relevant to their own educational context are developed.

Integrated Assessment

Learners will be assessed regularly throughout each course in a multiplicity of methods. Their participation in online activities will be monitored by means of online tracking tools and will count for 10% of the mark for each course. There will be at least three assignments for each course which will be marked and moderated by the course lecturers. These assignments will contribute 40% to the course mark. Exams will be held at the end of the semester and count for 50% of the course.

In each course there will be both informal and formal assessment tasks. Learners must complete all these assessment tasks as this will make up the year mark, which will count for 50% of the course; the exam will count for the other 50%.