Determinants of success for students with disabilities in higher education

BackgroundStudents with disabilities in South African higher education continue to encounter persistent institutional, structural and attitudinal barriers, despite a progressive policy landscape. These challenges are particularly visible within Comprehensive, Open, Distance and e-Learning (CODeL) institutions, where accessibility and retention intersect with the demands of remote learning environments.ObjectivesThis article examines the systemic barriers and enabling practices that shape the accessibility and retention of students with disabilities in a South African CODeL institution. It further analyses how institutional cultures, academic support systems and the availability of assistive technologies mediate student experiences.MethodA mixed methods design was employed, drawing on data from students with disabilities and support staff. The analysis is theoretically framed through Critical Disability Theory and Tinto's Theory of Student Integration to provide an integrated understanding of the structural and relational conditions influencing student success.ResultsFindings reveal a set of enablers, including targeted support initiatives and pockets of effective institutional responsiveness. However, substantial challenges persist, such as limited access to appropriate assistive technologies, inconsistent provision of academic accommodations and fragmented institutional coordination. A notable gap remains between policy commitments to inclusion and everyday practices within the institution.ConclusionThe study demonstrates that while existing support mechanisms offer important enablers, they remain insufficient within a system that continues to rely on reactive models of accommodation. A shift toward proactive, systemic transformation is required to advance inclusive practices and improve student retention in distance education contexts. Context-specific recommendations for strengthening institutional responsiveness and supporting the sustained participation of students with disabilities are offered.