The quest for ongoing support by parents of learners with intellectual disabilities

Background: In this article researchers explore the need for ongoing support when raising children with intellectual disability. The aims of this study were: (i) to explore experiences of support offered to parents of learners with intellectual disability in Soweto; and (ii) to evaluate how support services affect parent perceptions and expectations of their children’s futures. Method: Thirty-five parents of learners from four schools diagnosed with intellectual disability were purposefully selected to participate in this qualitative research, with one focus group discussion administered at each school. Results: Findings highlight parents’ concern about their children’s future when exiting the school system. Further to this, findings emphasise the need for ongoing support in multiple aspects throughout the various developmental stages of the child’s life. Conclusion: Researchers propose a framework for coordinated support, which may serve to guide parents.   &nbsp

Understanding Education for the Visually Impaired

The contribution that this book makes to scholarship is regarded as ground-breaking, as it is based on recent research conducted with teachers on the ground-level, as well as on research and experiences of practitioners, gained over many years. In this volume, Understanding education for the visually impaired, the focus falls on understanding visual impairment within the South African context, more specifically on what the education of these learners entails. In addition to the contribution to existing literature in the fields of inclusive education and visual impairment, the publication has practical application value for teachers and practitioners who work with and support such learners

Understanding Education for the Visually Impaired

The contribution that this book makes to scholarship is regarded as ground-breaking, as it is based on recent research conducted with teachers on the ground-level, as well as on research and experiences of practitioners, gained over many years. In this volume, Understanding education for the visually impaired, the focus falls on understanding visual impairment within the South African context, more specifically on what the education of these learners entails. In addition to the contribution to existing literature in the fields of inclusive education and visual impairment, the publication has practical application value for teachers and practitioners who work with and support such learners

Teaching Learners with Visual Impairment

This book, Teaching Learners with Visual Impairment, focuses on holistic support to learners with visual impairment in and beyond the classroom and school context. Special attention is given to classroom practice, learning support, curriculum differentiation and assessment practices, to mention but a few areas of focus covered in the book. In this manner, this book makes a significant contribution to the existing body of knowledge on the implementation of inclusive education policy with learners affected by visual impairment

Teaching Learners with Visual Impairment

This book, Teaching Learners with Visual Impairment, focuses on holistic support to learners with visual impairment in and beyond the classroom and school context. Special attention is given to classroom practice, learning support, curriculum differentiation and assessment practices, to mention but a few areas of focus covered in the book. In this manner, this book makes a significant contribution to the existing body of knowledge on the implementation of inclusive education policy with learners affected by visual impairment

The role of parenting in affecting the behavior and adaptive functioning of young children of HIV-infected mothers in South Africa

Prior investigations suggest that maternal HIV/ AIDS poses significant challenges to young children. This study investigates the relationships between mothers’ psychological functioning, parenting, and children’s behavioral outcomes and functioning in a population of women living with HIV (N = 361) with a child between the ages of 6 and 10 years in Tshwane, South Africa. Utilizing path analysis, findings revealed that maternal depression is related to increased parenting stress and parent–child dysfunction, maternal coping is related to parenting style, and maternal coping, parenting style and stress, and parent–child dysfunction are associated with children’s behavior and functioning, with parenting emerging as an important mediator. These findings suggest that interventions for women living with HIV and their children should not only address maternal psychological functioning (depression and coping), but should also focus on parenting, promoting a positive approach.http://link.springer.com/journal/10461hb2014gv201

Rurality and resilience in education: place-based partnerships and agency to moderate time and space constraints

In an ongoing longitudinal intervention study (STAR) we found that, although similarities existed in the way teachers promoted resilience, rural schools (in comparison to other STAR case schools) took longer to implement strategies to buoy support and found it difficult to sustain such support. Using rurality we wanted to understand how forces, agencies and resources act, move, pull and push when adversity and resilience are centred in a discussion. Similarities in promoting resilience included prioritised needs requiring support and resource use through relationships. Time, space and place were relevant as forces hampering resilience initiatives. We argue that, by means of relationships, teachers prioritised needs and were aware of available resources. As a result, place and agency (as rurality variables) were reconfigured. Consequently, resilience was positively effected as the changed place-patterns and agency were significant for teachers to negotiate ongoing challenges of time, space and resource

Batemobilisering as strategie vir die hantering van MIV/VIGS

This article reports on the findings of an empirical study aimed at empowering ten selected educators to mobilise potential yet unused assets within a community, in order to support that community in coping with HIV/AIDS. Despite numerous studies on various aspects of HIV/AIDS, limited research is currently undertaken on intervention strategies, especially within communities facing the challenge. The application of the asset-based approach is explored, against the background of community-based coping. It is argued that asset mobilisation can indeed be regarded as a viable strategy for coping with HIV/AIDS. Findings reveal empowerment of individuals (the participants), of the school where the study was undertaken, as well as of other community members

Using participatory action research to develop an HIV and AIDS school plan

In this article we report on the manner in which participatory action research (PAR) was utilised by teachers in developing a Human Immunodeficiency Virus (HIV) and Acquired Immunodeficiency Syndrome (AIDS) schoolplan, in collaboration with university researchers. The need for a structured HIV and Aids school plan emerged during the course of a broader research project (of which this study formed part) during which a school principal and teachers expressed a need to support infected and affected children more effectively. The study involved three phases, used interpretivism as meta-theoretical lens, and relied on PAR principles. Following the first phase of data generation, findings indicated that teachers were keen to transfer their knowledge and skills to neighbouring schools in support of the community; they were of the view that the transfer of knowledge and skills was needed to support infected and affected children more effectively in the classroom; and they experienced the need to document knowledge and skills in the form of an HIV and Aids school plan. In addition to determining expectations regarding an HIV and Aids school plan, fundamental principles and implementation of such a plan were identified in collaboration with the participating teachers. In this manner, the content of an HIV and Aids school plan was identified, resulting in a documented plan