Intellectual Disability in Inclusive Education in South Africa: Curriculum Challenges

McKenzie, Judith

doi:10.1111/jppi.12337

Cited by 20 publications

(9 citation statements)

References 10 publications

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“…These findings resonate with and confirm current concerns and critiques of inclusive education, particularly in terms of the level of inclusion and the extent to which this will prepare children with disabilities, such as learners with an ID, for their transition to the world of work (McKenzie, 2021). Many such learners remain unemployed and continue to be the responsibility of their families who may also not be employed (Szumski & Karwowski, 2012).…”

Section: Discussionsupporting

confidence: 77%

The quest for ongoing support by parents of learners with intellectual disabilities

Sefotho

Ferreira

Lushozi³

2021

J. educ. (Univ. KwaZulu-natal)

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In this article we explore the need for ongoing support for those parents/guardians raising children with intellectual disabilities. The aims of the study on which this article builds were: (i) to explore the experiences of support offered to parents of learners with intellectual disabilities in Soweto; and (ii) to evaluate how support services affect parents' perceptions and expectations of their children's future. Thirty-five parents of learners from four schools diagnosed with an intellectual disability were purposefully selected to participate in this qualitative research, with one focus group discussion conducted at each school. Findings highlight parents' concern about their children's future when exiting the school system. Furthermore, our findings emphasise the need for ongoing support in many aspects throughout the various developmental stages of the child's life. We propose a framework for coordinated support that may serve to guide parents to support their disabled children.

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Section: Discussionsupporting

confidence: 77%

The quest for ongoing support by parents of learners with intellectual disabilities

Sefotho

Ferreira

Lushozi³

2021

J. educ. (Univ. KwaZulu-natal)

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“…School limitations can hinder learners with disabilities from receiving the full benefits of education; thus they are systematically excluded, and may remain dependent on caregivers. However, with a sound philosophical stance, schools can create accommodations that are responsive to learner needs – teacher training, development and motivation; curriculum and assessment (McKenzie, 2021); early interventions (Mpu & Adu, 2021; Nyarambi & Ntuli, 2020; Peele et al, 2020; Serpell & Jere‐Folotiya, 2011); inclusive learning experiences (Mfuthwana & Dreyer, 2018; Okyere et al, 2019); inclusive learner supports (Hagiwara et al, 2019; Thompson et al, 2018); and a cohesive and collaborative community approach (Chansa‐Kabali et al, 2014; Cross & Walker‐Knight, 1997; Gross et al, 2015; Hunt et al, 2003; Swart et al, 2004). This index confirms that school‐level factors should be targeted as areas for monitoring inclusion.…”

Section: Discussionmentioning

confidence: 99%

Exploring a school‐level inclusive practice index for meaningful inclusion in Zambian schools

Chansa‐Kabali,

Nyoni

2023

British J Special Edu

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The United Nations 2030 Agenda for Sustainable Development and, in particular, its Sustainable Development Goal no. 4, underline the relevance of quality education that translates into long‐term benefits for all learners. This article reports findings of a collaborative research study that piloted an inclusive practice index to investigate inclusion in schools. We applied a mixed‐methods design to identify potent features of inclusion, and developed an index that measured the extent to which inclusive practices were considered in schools. The index was administered in 168 schools and to 498 teachers. Using exploratory factor analysis, psychometric properties and potency of factors were determined. Our results revealed a two‐factor solution cumulatively accounting for 72% of variation. Based on our findings, we highlight the need for schools to be deliberate in processes that enhance application of inclusive practices. When applied with intention, this will foster accountability for inclusion in the delivery of meaningful inclusive education.

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“…In post-Apartheid South Africa, inclusive education and training began with the implementation of a single curriculum designed for all learners, including those with ID, with the goal of addressing the inequalities that had arisen from the Apartheid era (McKenzie 2020 ). However, this curriculum did not adequately address the skills and vocational needs of learners with SID, and therefore was not consistent with the Education White Paper 6: Building an Inclusive Education and Training System.…”

Section: Literature Reviewmentioning

confidence: 99%

Experiences of teachers in vocational programmes in special needs schools, City of Cape Town

Solomon,

Luger,

Ned

2024

African Journal of Disability

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Background: Vocational programmes run by teachers in the special needs school context can play a significant role in the vocational development of learners with severe intellectual disability (SID). This study aimed to answer the question ‘what are the challenges faced by teachers in the implementation of vocational programmes in selected public special needs schools for learners with SID in the Metropolitan (Metro) District within the City of Cape Town?’Objectives: The objectives were to describe the challenges as perceived by participants, to highlight common and contrasting challenges in the different schools and to share recommendations on support needed.Method: A qualitative descriptive study was conducted. A combination of purposive and snowball sampling strategies was used to select six teachers from six special needs schools. One-on-one semi-structured interviews with teachers were performed. An interview schedule was used as a tool and all interviews were transcribed and translated into English verbatim. Thematic analysis was applied.Results: The findings showed that teachers encounter inadequate resources, a lack of training, and poor support systems. This study highlights the issues of existing policy and the lack of a mandatory policy on vocational programmes in South Africa.Conclusion: The participants’ experiences added to the existing literature by providing valuable insights into the obstacles teachers encounter in this relatively new curriculum. A multifaceted policy framework that is well funded and implemented is much needed to address the challenges identified.Contribution: The findings may contribute to the development and strengthening of policies on vocational programmes within the South African context.

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Intellectual Disability in Inclusive Education in South Africa: Curriculum Challenges

Cited by 20 publications

References 10 publications

The quest for ongoing support by parents of learners with intellectual disabilities

The quest for ongoing support by parents of learners with intellectual disabilities

Exploring a school‐level inclusive practice index for meaningful inclusion in Zambian schools

Experiences of teachers in vocational programmes in special needs schools, City of Cape Town

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