AN ANALYSIS OF FACTORS INHIBITING THE ACCESS OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS TO HIGHER EDUCATION IN THE FREE STATE

• Main Author: Nkoane, Molebatsi Milton
• Other Authors: Prof HR Hay
• Format: Others
• Language: en-uk
• Published: University of the Free State 2007
• Subjects: Centre for Higher Education Studies and Development
• Online Access: http://etd.uovs.ac.za//theses/available/etd-08102007-134558/restricted/

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.