Exploring the effects of organisational culture on learners living with disabilities in primary schools at Malelane Circuit

Abstract

There is a national concern that learners living with disabilities are unable to cope in mainstream schools where they must compete with learners who have no disabilities. Despite several studies pointing to these challenges, there have been no tangible strategies to mitigate challenges faced by learners living with disabilities at schools. There is a paucity of research on the influence of organisational culture and how it influences the learners living with disability at schools. There is a high number of learners living with disabilities dropping out since they cannot cope with the culture and infrastructure of mainstream schooling, which usually does not cater for physically challenged students. If this challenge is not addressed, it poses dire consequences for equal education provision in South Africa. To address these challenges, this qualitative study explored how the school’s culture as an organisation influences the behaviour of learners living with disabilities in Malelane Circuit primary schools. Twelve participants (school principals, departmental heads, and educators) were purposefully selected, qualitative research was deemed the appropriate design for this study and the interpretive-constructive paradigm approach. Findings revealed that most of the principals, departmental heads, and educators do not understand organisational culture; hence their schools did not correctly implement morally based policies, school-based support team policies and assessment policies. Disciplinary or code of conduct policies are used to address the behaviour of learners learning with disabilities and integration of all learners. The lack of understanding organisational culture of schools resulted in poor performance of learners living with disabilities and worsened their behaviour. Therefore, among other recommendations, the study recommended that departmental policies that contribute to positive schools be implemented in schools to accommodate learners living with disabilities. The school management and other stakeholders be informed about the concept of the school’s culture and how it can affect the behaviour of the learners living with disabilities.