Implementation of Educational Provision for Children with Severe to Profound Intellectual Disability in the Western Cape: From Rights to Reality

McKenzie, Judith; Pillay, Savondarie G.; Duvenhage, Chris-Marie; Plessis, Erika du; Jelsma, Jennifer

doi:10.1080/1034912x.2017.1313394

Cited by 17 publications

(23 citation statements)

References 10 publications

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“…After the Western Cape High Court 3 was petitioned on claims to education in 2011, the state was ordered to ensure – within reason – affordable access to adequate education for children with severe and profound ID (CSPID) (Du Plessis 2013 ; Mckenzie et al 2017 ). The White Paper on the Rights of Persons with Disabilities ( 2016 ) now reinforces the enrolment of children with any severity of ID previously refused access (DSD 2016 ).…”

Section: Resultsmentioning

confidence: 99%

Intellectual disability rights and inclusive citizenship in South Africa: What can a scoping review tell us?

et al. 2018

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BackgroundIntellectual disability (ID) is the most prevalent disability in the world. People with intellectual disability (PWID) frequently experience extreme violations of numerous human rights. Despite greater prevalence in South Africa than in high-income countries, most ID research currently comes from the Global North. This leaves us with few contextually sensitive studies to draw from to advance inclusive citizenship.ObjectivesOur scoping review aims to investigate pertinent ID rights issues in South Africa, synthesise quantitative and qualitative studies, and provide a synopsis of available evidence on which to base future work. We aim to clarify key concepts, address gaps in the literature and identify opportunities for further research.MethodWe followed strict eligibility criteria. Medical subject heading terms were entered into seven databases. Seven reviewers worked independently, two per paper. Quantitative and qualitative data extraction forms were designed. We followed Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines and registered a protocol. An inductive approach enabled a thematic analysis of selected studies.ResultsBy following PRISMA guidelines, 82 studies were assessed for eligibility of which 59 were included. Ten sub-themes were integrated into four main themes: the right not to be discriminated against, the right to psychological and bodily integrity, the right to accommodating services and challenges to rights implementation.ConclusionPeople with intellectual disability face compound difficulties when trying to assert their constitutionally entitled rights. This ongoing project requires serious commitment and action. Statutory obligations to nurture every South African’s human rights naturally extend to PWID and their supporters who forge ahead in a disabling environment.

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Section: Resultsmentioning

confidence: 99%

Intellectual disability rights and inclusive citizenship in South Africa: What can a scoping review tell us?

et al. 2018

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“…In response, these mothers of such children started special care centers for their own children, which have then been extended to accommodate other disabled children (Geiger, 2012). In 2010, the DBE spent R6,632 ($60) per child for attending a mainstream school, and R26,767 ($260) per child for attending a special school but there was no educational provision for children in special care centers (McKenzie, Pillay, Duvenhage, Du Plessis, & Jelsma, 2017).…”

Section: The Curriculum Battlementioning

confidence: 99%

“…What level of assessment is needed to determine the relevant curriculum and is this level of expertise available in the system? Currently, it is not uncommon for children with less severe ID to be placed in special care centers where they follow a restricted curriculum due to their rejection by mainstream local schools (McKenzie et al, 2017).…”

Section: Where Does This Leave Us With Inclusive Education?mentioning

confidence: 99%

Intellectual Disability in Inclusive Education in South Africa: Curriculum Challenges

McKenzie

2020

Policy Practice Intel Disabi

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The move toward inclusive education is a global one which has been in process for over 25 years since the Salamanca statement in 1994. The approach has been adopted in many countries, both high and low income with varying degrees of policy development and legal frameworks to ensure effective implementation. South Africa, a middle‐income country with high levels of inequality, has engaged seriously in developing enabling policy. In this study, I will examine how inclusive education policy in South Africa considers intellectual disability (ID) as one of many barriers to learning within the related legislation, guidelines, and curriculum. I will then look at two critical and related events in education for ID in South Africa. The first is the legal process whereby the right to education for children with severe‐to‐profound ID was established, and the second is the development of three different curricula in South Africa for children with mild‐to‐moderate, severe, and severe‐to‐profound ID, respectively. I will conclude with some consideration of how inclusion policy deals with the problem of curriculum which is a critical one for ID.

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“…Dengan begitu maka hambatan kultur dan struktur yang ada akan perlahan berkurang. Hambatan kultur yang dimaksud adalah stigma, prasangka (McKenzie et al, 2017), stereotip, labelisasi, dan ruang (Kitchin, 1998), sedangkan kebijakan dan aturan-aturan yang diskriminatif merupakan hambatan secara struktur.…”

Section: Aturan Yang Diskriminatif Dan Kakuunclassified

“…Pandangan negatif tersebut pada akhirnya mendorong lahirnya tindakan sekolah dan masyarakat yang memberikan tempat khusus (space) bagi penyandang disabilitas intelektual. Hal ini merupakan bentuk eksklusi dalam "wujud" yang lebih halus (McKenzie et al, 2017).…”

Section: Kesimpulanunclassified

Model Penyelenggaraan Pendidikan Inklusif bagi Penyandang Disabilitas Intelektual: Studi Kasus di DKI Jakarta

Kristiyanti¹

2019

Ind. Jour. Religion and Society

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This study aims to develop a model for the implementation of inclusive education for people with intellectual disabilities in DKI Jakarta. As a region that has local regulations on the protection of persons with disabilities, DKI Jakarta government has not yet been able to ensure the fulfillment of the education rights of children with intellectual disabilities. This study used a single instrumental case study approach and was carried out in DKI Jakarta. Data collection is done through in-depth interviews and textual analysis. The results show that social exclusion occurs because of cultural barriers due to stigma, labeling, prejudice, stereotypes, and structural barriers due to discriminatory policies. Both of barriers can be reduced by organizing inclusive education for persons with intellectual disabilities. The model for implementing inclusive education developed not only focuses on developing the life skills of individuals with intellectual disabilities, but also strengthening and developing the surrounding environment and society. Thus, children with intellectual disabilities can be independent and participate in society.

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Implementation of Educational Provision for Children with Severe to Profound Intellectual Disability in the Western Cape: From Rights to Reality

Cited by 17 publications

References 10 publications

Intellectual disability rights and inclusive citizenship in South Africa: What can a scoping review tell us?

Intellectual disability rights and inclusive citizenship in South Africa: What can a scoping review tell us?

Intellectual Disability in Inclusive Education in South Africa: Curriculum Challenges

Model Penyelenggaraan Pendidikan Inklusif bagi Penyandang Disabilitas Intelektual: Studi Kasus di DKI Jakarta

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