Abstract
D.Tech.
This research analyses the discourses of students without barriers on inclusive
higher education. It is assumed that the discursive practices of students without
barriers will affect their perception negatively on inclusive education. This leads to the
students without barriers' attitude. As a result the students without barriers believed
that upbringing played a role in their discourses. Parental and societal stereotypes
blinded them to discourses. Analysing the discourses of students without barriers
indicates the need for support in order to go beyond their stereotypes.
To confirm these findings, I used qualitative study to conduct my research. The
literature is reviewed in Chapter Two to find out what various researchers in previous
studies say with regard to the discourses of students without barriers. Six
respondents were selected from two different universities, namely the Central
University of Technology and the University of the Free State. This was done with the
purpose of analysing the discourse of students without barriers to determine if they
understood what it means to be supported. The Free Attitude Interview was used as
the technique for gathering information from the respondents. The purpose was to
find the discourses of students without barriers in an inclusive higher education.
This research study used the textually orientated discourse analysis (TODA) as a
technique for gathering data. A tape recorder was used as a supplement for
information that might be forgotten. The audio recordings were transcribed, verbatim
and later interpreted. The spoken word of the respondents was analysed with the aim
of disclosing the ideology carried by the respondents. This study is able to conclude
that students without barriers felt superior to physically disabled students, as they
indicated in their dominant discourses. This implies that students without barriers are
positioned with ideology and discourses in so far as their meaning construction of
discourses are concerned. Based on the findings, the study recommends an inservice
programme to help students without barriers to become aware of their
discursive practices. The students without barriers should not allow negative
stereotypes and misconception to prevent them from their discourses in inclusive
higher education.