Irma Eloff

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.

Where Differences Matter A Cross-Cultural Analysis of Family Voice in Special Education

U.S. education policy acknowledges the troubling differential rates of special education identification and placement for students who are culturally and linguistically diverse by requiring states to review annually student identification data from all local education agencies to identify and address disproportionate representation. Yet, little is known about the interaction between families that are culturally and linguistically diverse and the service providers they encounter at their local schools. The authors examine those relationships in South Africa and the United States, two countries where the legacy of racism lingers in the ways in which school personnel and families negotiate differences in how children are viewed, assessed, and offered support for learning needs. In both countries, sustained efforts from families and school personnel were needed to develop supports and services that worked well for students with disabilities and their families.

A randomized clinical trial of an intervention to promote resilience in young children of HIV-positive mothers in South Africa

Objective:The objective of this study is to assess the efficacy of an intervention designed to promote resilience in young children living with their HIV-positive mothers. Design/methods:HIV-positive women attending clinics in Tshwane, South Africa, and their children, aged 6–10 years, were randomized to the intervention (I) or standard care (S). The intervention consisted of 24 weekly group sessions led by community care workers. Mothers and children were in separate groups for 14 sessions, followed by 10 interactive sessions. The primary focus was on parent–child communication and parenting. Assessments were completed by mothers and children at baseline and 6, 12 and 18 months. Repeated mixed linear analyses were used to assess change over time. Results:Of 390 mother–child pairs, 84.6% (I: 161 and S: 169) completed at least two interviews and were included in the analyses. Childrens mean age was 8.4 years and 42% of mothers had been ill in the prior 3 months. Attendance in groups was variable: only 45.7% attended more than 16 sessions. Intervention mothers reported significant improvements in childrens externalizing behaviours (ß = –2.8, P = 0.002), communication (ß = 4.3, P = 0.025) and daily living skills (ß = 5.9, P = 0.024), although improvement in internalizing behaviours and socialization was not significant (P = 0.061 and 0.052, respectively). Intervention children reported a temporary increase in anxiety but did not report differences in depression or emotional intelligence. Conclusion:This is the first study demonstrating benefits of an intervention designed to promote resilience among young children of HIV-positive mothers. The intervention was specifically designed for an African context and has the potential to benefit large numbers of children, if it can be widely implemented.

Development and piloting of a mother and child intervention to promote resilience in young children of HIV-infected mothers in South Africa.

This paper describes the process of developing a parallel intervention for HIV-positive mothers and their young children (6-10 years) with a view to strengthening the relationship between them. Strong mother-child relationships can contribute to enhanced psychological resilience in children. The intervention was developed through action research, involving a situation analysis based on focus group discussions; intervention planning, piloting the intervention and a formative evaluation of the intervention. Participants supplied feedback regarding the value of the intervention in mother-child relationships. The findings obtained from the formative evaluation were used to refine the intervention. Two parallel programmes for mothers and children (15 sessions each) were followed by 10 joint sessions. The intervention for mothers focused on maternal mental health and the strengthening of their capacity to protect and care for their young children. The intervention for children addressed the development of their self-esteem, interpersonal relationships and survival skills. The formative evaluation provided evidence of good participation, support and group cohesion. Qualitative feedback indicated that the activities stimulated mother-child interaction. A similar intervention can easily be applied elsewhere using the detailed manual. The insights gained and lessons learnt related to mother and child interaction within an HIV-context that emerged from this research, can be valuable in other settings, both in Sub-Saharan Africa and elsewhere.

Behavior and psychological functioning of young children of HIV-positive mothers in South Africa

Adults with HIV are living longer due to earlier diagnosis and increased access to antiretroviral medications. Therefore, fewer young children are being orphaned and instead, are being cared for by parents who know they are HIV positive, although they may be asymptomatic. Presently, it is unclear whether the psychological functioning of these young children is likely to be affected or, alternatively, whether it is only when a mother is ill, that children suffer adverse effects. We, thus, aimed to compare the behavior and psychological functioning of young children (aged 6–10 years) of HIV-positive and HIV-negative mothers. We also aimed to examine the association between HIV status disclosure and child outcomes. This study uses cross-sectional data from the baseline assessment of a randomized controlled trial conducted in Tshwane, South Africa. Participants (n=509) and their children were recruited from area health clinics. Among the 395 mothers with HIV, 42% reported symptoms of HIV disease. Multivariate linear regression models suggested that after adjusting for socio-demographic characteristics, children of HIV-positive mothers had significantly greater externalizing behaviors than children of HIV-negative mothers. Importantly, children whose mothers were symptomatic had greater internalizing and externalizing behaviors compared with children of HIV-negative mothers, but this was not true for children of asymptomatic mothers. Additionally, among children of HIV-positive mothers, those who had been told their mothers were sick compared with children who had been told nothing had less internalizing and externalizing behaviors and improved daily living skills. This study, therefore, provides evidence that maternal HIV disease can affect the behaviors of young children in South Africa but, importantly, only when the mothers are symptomatic from their disease. Furthermore, results suggest that disclosure of maternal illness but not HIV status was associated with improved behavior and psychological functioning among young children.

Some thoughts on the perceptions of the role of educational psychologists in early childhood intervention

The importance of early childhood intervention in a developing country is indisputable. Even though we have a relatively clear idea of what effective early childhood intervention (ECI) means, there are still uncertainties about the roles of professionals in this ever‐changing field. In South Africa we face particular challenges because of huge disparities in the system. Within this context educational psychologists need to find ways in which to make constructive contributions. To explore this question a study was undertaken to find out what educational psychologists can and are doing in early childhood intervention. Three focus groups were conducted, involving educational psychologists and transdisciplinary representatives who work in the field of ECI. Results indicate a number of trends, for example the perception that educational psychologists are making increasing use of an asset‐based approach, focusing on learning and teaching, and an increased emphasis on their role in ECI within a context of group work, prevention and a focus on the community.

The role of parents’ learning facilitation mode in supporting informal learning in mathematics

The aim of this research was to investigate the way in which parents of Grade One learners in a traditionally black school facilitate learning to help their children acquire mathematical skills and knowledge in mathematics, and also to help them become confidently involved in and give meaning to mathematics learning in Grade One. A questionnaire, which was compiled after an intensive literature study, was administered and semi‐structured interviews were held. Data were analysed quantitatively and qualitatively, and it became evident that the parents of Grade One learners in the school used for the investigation not only use dialogue to guide their children with regard to the demands of mathematics in Grade One, but they also rely on example as basic learning facilitation mode. The parents who guide their children informally with regard to mathematics in Grade One, however, most frequently use dialogue.

Asset-Based Assessment In Educational Psychology: Capturing Perceptions During a Paradigm Shift

Several trends are compelling educational psychologists towards a philosophy of assessment that is asset-based and strength focused. This article shares the results from a study that explored perceptions about asset-based assessment in Educational Psychology in South Africa. Three focus groups were held and four main themes emerged from the transcribed data. Results indicate that educational psychologists perceive asset-based assessment as involving: (a) a focus on assets, (b) individual and community level assessment, (c) collaboration skills, and (d) self-reflective skills. The first three themes are congruent with asset-based theories, but the fourth theme is currently under-represented in asset-based literature and therefore in need of further research.

How post-apartheid children express their identity as R citizens D

Children in South Africa are educated to identify with democratic values and democracy in post-apartheid society. As yet, we have no empirical evidence on their views on and identification with the new South African democracy. When given an opportunity to express their life experiences, the 9-year-old child citizens of this case study revealed their democratic identity on various levels. These children expressed a weak identification with democracy on the local level but a strong identification with democracy on the national level. The authors argue that the weak identification on the local level may influence the children’s identification with democracy negatively. It is the key finding of this study that a lack of democratic identification may endanger the sustainability of the South African democracy into the future.

Caregiver Education as a Prevention Strategy for Communication Disorders in South Africa

Many early interventionists in clinical practice still do not appear to be wholeheartedly committed to participating in the prevention of communication disorders and the promotion of optimal development, which have been identified as primary roles for all professionals (ASHA, 1991). Owing to the prevalence of risk factors such as HIV/AIDS and poverty, infants and young children in developing countries such as South Africa are at an even higher risk for developing communication disorders, resulting in a greater need for early interventionists to focus on the prevention of communication disorders and the tools needed to achieve this. The purpose of this article is to (1) highlight the need for prevention of communication disorders and discuss the different types of prevention strategies used with special reference made to the needs within South Africa; (2) to highlight the potential benefits of caregiver education programs on communication development, including a discussion on a South African study that developed a tool that could be used for caregiver education; and (3) to encourage early interventionists to participate in prevention actions through the provision of practical guidelines and strategies.