Guidelines for managing special care canters for learners with intellectual disability in the Gauteng Province of South Africa

Abstract

In South Africa, learners with severe to profound intellectual disability have not had access to publicly funded education and support, leaving them vulnerable and outside the net of services available to all school-aged children. To address the national disparity, the South African government developed a Draft Policy Framework for Provisions of Quality Education and Support for Children with Severe to Profound Intellectual Disability, and the policy document is being implemented in special care centres. This study looked into how to better manage special care centres for learners with severe to profound intellectual disability in Gauteng, South Africa. The study used an exploratory sequential mixed methods approach to collect data via a structured questionnaire, semi-structured interviews, and document analysis. The use of both quantitative and qualitative data increased the reliability and validity of the conclusions. The study population was 45 centre managers in Gauteng province, and the sample was 31 participants. The participants were selected using both purposive and total population sampling methods. The quantitative data were analysed using SPSS version 25 to provide descriptive and correlation statistics, and the qualitative data were analysed using ATLAS.ti Version 8 and the READ approach to develop categories and themes. The study revealed that special care managers have challenges obtaining support from different departments of the provincial government. According to the data, just three departments, the Departments of Education, Health, and Social Development, provide support, whereas Departments of Transport, Cooperative Governance, and Infrastructure do not, despite the policy requiring them to do so. The data revealed that management challenges include lack of the following: Infrastructure development, transportation for learners to and from centres, adequate funding, appropriate fundraising skills, social services, and constructive consulting with other provincial departments. Based on the findings, the study suggests, among other things, that several provincial departments enhance their collaboration to support the centres. The assistance will include transporting learners to and from centres, upgrading centre infrastructure, training centre managers in best practices in leadership and management, upgrading managers’ academic qualifications, and establishing a platform for constructive consultation between managers and various provincial government departments.