The perspective of parents of learners with learning disabilities regarding the implementation of inclusive education in independent schools in the Western Cape : a case study

Abstract

Using a qualitative case study method, this study sought to understand parents’ perceptions of the implementation of inclusive education that their learning disabled children experienced at independent schools when compared to the guidelines for implementing inclusive education as provided for by the Department of Education’s Guidelines for Responding to Learner Diversity in the Classroom through Curriculum and Assessment Policy Statements 2011. In line with universal human rights movements and South African law, the inclusion of learners with learning disabilities or learning barriers into mainstream classrooms is necessary to enable them to succeed. South Africa adopted a policy of Inclusive Education in 2001 with the policy document, ‘The Education White Paper 6 on Inclusive Education’. This document paved the way for new approaches to teaching, learning and assessment. To achieve the intentions of the Department of Education (DoE) the Department of Basic Education has published numerous guidelines for addressing inclusion in the classroom. This research focused on the most recent guideline entitled ‘Guidelines for Responding to Learner Diversity in the Classroom through Curriculum and Assessment Policy Statements 2011’ by focusing on curriculum differentiation and accommodation for learners with learning difficulties Independent schools maintain that they are not obliged to follow the DoE’s policy documents and guidelines because they are independent. The question is, do they have their own protocols in place to replace those of the DoE? However, the argument is that independent schools should be held accountable for the effective learning support of learners in their schools that experience barriers to learning by having the same or similar policies and guidelines as those of the DoE. The researcher used the guidelines provided by the DoE as a benchmark for the implementation of support measures in inclusive education to study the practices and specific support offered to learners experiencing learning problems in independent schools. The research revealed that the absence of explicit guidelines at independent schools creates uncertainty among parents. The researcher concluded that when independent schools do not deliver the anticipated appropriate support, parents are powerless to demand more effective support for their children. The opinion of the parents was that the implementation of inclusive education at independent schools can be advanced by the adoption of guidelines that are similar to those in use at public schools.