The Effectiveness of Special Schools in the Teaching of Children with Learning Disabilities in South Africa

Nilford Hove


This paper reports on the findings of a study that was aimed at gauging the effectiveness of Special Schools in the teaching of children with learning disabilities in the South African context. This was necessitated by the rise in advocacy for the policy of inclusivity and the push thereto for its implementation in schools. The study was attempting to answer to the question: To what extent are special schools responsive to the needs of children with learning disabilities to unjustify the call for their abolishment? Results of the study indicated that special schools are more effective in terms of the students’ outcomes. Moral and self-esteem is even higher in special schools for both students and teachers in those settings. The study was undertaken through the qualitative design. Six special education teachers were purposefully chosen to participate in the study. Data were presented through instructive vignettes and recommendations were given in the study.

DOI: 10.5901/mjss.2014.v5n20p1903

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This work is licensed under Creative Commons Attribution 3.0 License.

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

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