Ansie Kitching

Parents’ Experiences of Their Rights in the Implementation of Inclusive Education in South Africa:

Parental involvement was a driving and decisive factor in the development of inclusive education worldwide. In South Africa parents also became the advocates of the inclusive education movement in the 1990s, paving the way for parents to be involved in the decision-making process regarding the school placement of their children with disabilities. The purpose of this article is to focus on the way in which equity, individual rights and freedom of choice manifest itself in the implementation of inclusive education with specific reference to the way in which parents experience it. Results indicate that the inclusion of a child into mainstream education is a challenging and dynamic process that starts with the parents’ decision to place their child in a mainstream setting. In spite of legislation and the desires of parents, the development of inclusive educational practises in South Africa does not always reflect the values of equity and individual rights. Failure to establish collaborative and trusting relationships between teachers, parents and professionals poses a major challenge and can have a serious impact on the outcomes of inclusive education.

Education, Disability, and International Development

One of the biggest challenges facing education systems throughout the world is that of inclusion in education. In general, inclusion is about a philosophy of acceptance where all people in society are valued and treated with respect (Carrington and Robinson, 2004) and in education there is specific emphasis on the development of inclusive learning communities in which diversity is acknowledged and welcomed. In wealthier countries inclusion in education efforts tend to focus on the merger between well-resourced segregated forms of special schooling for learners with disabilities with equally well-resourced mainstream education facilities. In economically poorer countries, however, where a separate education system for people with disabilities has never been fully developed and where mainstream education lacks resources, efforts tend to focus on all learners who are unable to access education. Compounding the challenge to building inclusive education communities globally is the prevailing understanding of why some learners experience difficulties with learning. According to Howell (2006), this understanding is deeply rooted in a historical assumption that learners of all ages can be identified and classified through notions of what is normal and abnormal.

Ways of relating and interacting in school communities: lived experiences of learners, educators and parents

This article reports on the findings of a baseline study on social interaction in schools as experienced by learners, educators and parents. A qualitative phenomenological approach was followed, utilising a cross-sectional descriptive survey design. Participants included 1 170 learners aged between 11 and 18 years, 150 parents, and 85 educators from 12 South African schools. After participants had completed written assignments on their lived experiences in schools, data were thematically analyzed. Two main themes were identified, concerning enabling and disenabling ways of relating to and interacting with others. In terms of enabling ways of interaction, active engagement between people and acknowledging people were highlighted as subthemes. On the other hand, disenabling ways of interaction took the form of disengagement between people and disregard for people. Findings thus revealed that social interaction may fulfil a significant role in transformative social change in South African schools, such as decreased levels of unacceptable behaviour, relationship difficulties and disciplinary problems. In this manner, the findings of this pilot study correlate with complexity theory which postulates that social change is facilitated in the dynamic interaction between people.

CONCEPTUALISING A PROPOSED SUPPORT STRATEGY FOR SEXUALLY ABUSED BOYS IN MIDDLE CHILDHOOD

Male child sexual abuse in middle childhood has serious effects with the increased risk of development of various mental illnesses and disorders, as well as extreme forms of emotional and behavioural problems. This study conceptualises a proposed support strategy for sexually abused boys in their middle childhood placed in a clinic school. The proposed support strategy involves three main facets, namely the strengthening of the sexually abused boy as an individual; sustaining a deep, trusting relationship; and the facilitation of a sustainable supportive context for these boys

Dreams to Possibilities: A Qualitative Research Study on the Personal and Career Dreams of a Group of Young South Africans Living in Contexts of Poverty

Abstract Children living in contexts of poverty face challenges and obstacles in their attempts to rise out oftheir circumstances. These challenges and obstacles might deprive them of personal dreams which limit theircapacity for learning and working. During a study-abroad initiative, American students explored the dreams of 26young South Africans (YSAs) between 13 and 20 years who live in contexts of poverty using semi-structuredinterviews. The findings of this qualitative study indicate that, despite their adversities, participants still hope fora better future and are aware of the changes needed to create a better environment for themselves and theirfamilies. The identified inhibitors and enhancers to the realization of their dreams viewed from the perspectiveconcerted cultivation theory illustrate that young people in contexts of poverty need more focused support thanthey currently receive in order to provide them with equal opportunities to realize their dreams.