Parental Involvemet in the Education of African Learners with Intellectual Disabilities

Senosi Swanki Stephinah

Abstract


Amongst the many disadvantaged groups in the world, an important minority are children with intellectual disabilities. Relative to their counterparts without intellectual disabilities, children with intellectual disabilities face a wide spectrum of challenges, including learning difficulties, social segregation and negative stereotyping. This study sought to determine the effects of parental involvement in the education of children with learning disabilities. The study is both quantitative and qualitative approach. Purposive sampling was used in choosing the sample. The key informants were teachers in five different special schools, (3 in Gauteng Province and 2 in the Northwest Province). For data collection, a designed questionnaire with semi-structured interview was used. The study found that there is a lack of important facilities; teachers were not trained to teach in special schools; male teachers were fewer than female teachers; learners with severe, moderate and mild disabilities were accommodated in one class and not much parent involvement in some schools, especially in rural areas. Children with intellectual disabilities find it difficult to perform various functions such as communicating and socialising with others, and in many situations, even looking after themselves.

DOI: 10.5901/mjss.2014.v5n20p1629


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Mediterranean Journal of Social Sciences ISSN 2039-9340(Print) ISSN 2039-2117(Online)

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