The major focus of this study is an investigation into how higher education institutions
in the Free State Province could enhance access of students with special educational
needs. In order to make a systematic and scientific research analysis, the thesis
seeks to examine practices that inform higher education, and how students with
special educational needs make sense of their experiences concerning higher
education.
The purpose of the research is therefore to explore the factors that inhibit access to
higher education institutions (HEIs) for the SEN students in the Free State region.
Equally important, the challenges facing higher education institutions are
investigated, drawing on evidence of the policy framework, i.e. the Bill of Rights
(1996); the Constitution of the Republic of South Africa (1996); the South African
Qualification Authority (1995); the National Qualification Framework (2002), the
Education Green Paper on Higher Education Transformation (Notice 1196 of 1996);
and Education White Paper No 6: Special Needs Education; Building an Inclusive
and Training System (2001). These policies will be examined and the researcher
identifies, defines and looks for causality and the manifestation of students with SEN
in HEIs in order to propose ways for South Africa to initiate a public policy that will
encourage understanding among policy-makers, practitioners and researchers in
order that they might reflect upon these challenges.
Equally important, interest in inclusive education has grown substantially in the last
decade in South Africa as a new paradigm in the education sector has occurred
whereby the Ministry of Education has to introduce an inclusive education system at
school level [see DoE Education White Paper No 6 (2001)]. However, universities do
not seem to be fully geared for SEN students.
Access to higher education is used interchangeably with the concept inclusive
education in this thesis because the researcher of this particular study understands
them to basically mean and refer to the same process. Equally important, these
concepts are central to this investigation. It is vital to provide a more in-depth and
clear discussion thereof. In doing so, this thesis indicates why these concepts are so
essential as well as central to this study.
Furthermore, this research interrogates different literature sources on inclusive
education. The review of challenges and possibilities for broadening access to education with focused view on (i) curriculum; (ii) assessment to promote access; (iii)
access and fair chances to higher education. These are some of the issues that will
be interrogated in this study. A close scrutiny and critical interrogation and/or review
of possible barriers that could inhibit access to higher education for SEN students will
be undertaken.
This thesis presents and interprets data from seemingly contradicting approaches,
namely positivistic; critical emancipatory and textual orientated discourse analysis
(TODA). Thus implying the data collection techniques includes qualitative and
quantitative methods, such as the use of questionnaires, open-ended questions
using the free attitude interview (FAI) technique. The reason for this thesis to adopt
the triangulation model are mutual validation of results on the basis of different
methods and to assist the research to obtain a more in-depth or a complete picture of
the phenomenon under investigation and produce a sound explanation.
Equally important this thesis reflects on findings. It also draws various conclusions
which lead to recommendations that could be followed up. These reflections are
viewed against the backdrop of a situation that is unfolding in South Africa, a country
that is beginning to shed some of the vestiges of the past. But contrary to popular
belief, forces retarding progress towards aspired inclusivity and accessibility or
democracy as well as a lack of âutopiaâ seem to have merely disguised themselves
rather than actually retreating in shame.
Based on the data collected and analysed it seems sound that the services provided
by HEIs in the Free State serve certain section of the population of students.
However, departments, units, administrators and SEN students alike believe that
there are numerous administrative and other issues that must be addressed to
provide equal services to all.
Lastly, suggestions and recommendations that are important for the purpose of
access to be realised in HEIs by students with SEN are made. This could enable
future relevant research based on the theory generated in this study. The purpose of
the thesis is to empower SEN students, rather than blowing the deficiencies or
challenges out of proportion. The study aims to destroy the reproduction of the status
quo of segregation, inequalities, exclusion and marginalisation of SEN students in
HEIs. Access to equal higher education provision will be discussed and defined through
various discourses. In fact, the understanding of SEN students and access to higher
education remains a social construction. Access to higher education provision has to
do with how marginalised and excluded SEN students understand the barriers and
what they think could be done to overcome them and what they as equal human
beings feel and aspire to become.
The discourse raised challenges such as oppression, exclusion or marginalisation of
students with SEN. HEIs should avoid ignoring the existence of SEN students at all
costs. The vision and frame of reference of these institutions should always be
conscious of those they are serving in the broad spectrum.
Research in this area could be understood as playing a role in the process of the
emancipation of marginalised SEN students. Inevitably, the thesis can therefore only
be judged emancipatory after SEN students themselves have made their voices
heard. This study can be viewed as a forum of amplification for the voices of those
who are marginalised or excluded from mainstream university culture. It might also
be engaged as a tool for those who are seeking emancipation for themselves.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:ufs/oai:etd.uovs.ac.za:etd-08102007-134558 |
| Date | 10 August 2007 |
| Creators | Nkoane, Molebatsi Milton |
| Contributors | Prof HR Hay, Dr SP van Tonder, Prof MG Mahlomaholo |
| Publisher | University of the Free State |
| Source Sets | South African National ETD Portal |
| Language | en-uk |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.uovs.ac.za//theses/available/etd-08102007-134558/restricted/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to University Free State or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
Page generated in 0.0016 seconds