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

Instructional approaches used in teaching learners who are facing severe to profound intellectual disabilities

This qualitative, interpretive study is founded on the problem that the South African special schools authority has been grappling with customising the curriculum and issues of “what” and “how” to teach learners who are facing severe to profound intellectual disabilities. This is exacerbated by a lack of consistent standard of service delivery that is supposed to be formalised through policy. It is, therefore against this background, that the purpose of this study was to explore and explain the nature of instructional approaches used in teaching learners who are facing severe to profound intellectual disabilities in special schools, in Soweto. This study also aimed to find out as to the different ways in which instructional approaches are implemented and how they address the educational support needs of learners in special schools. The multiple realities from the participants were collected using focus group discussions, individual interviews, document analysis and classroom lesson observations. Throughout, all methods of data collection field notes were taken. The thematic data analysis revealed that the nature of instructional approaches is a function of (1) the combination of instructional models, strategies, methods and skills used by (2) agents that are involved in the provision of education for learners with severe to profound disabilities to teach (3) learners with different types educational support needs through a (4) curriculum informed by a legislative framework. Given the four themes identified, this study has the potential to provide a framework for provisioning of needed educational support services for learners who are facing severe to profound intellectual disabilities.Thesis (PhD (Learning Support, Guidance and Counselling))--University of Pretoria, 2020.Educational PsychologyPhD (Learning Support, Guidance and Counselling)Unrestricte

Parents' experiences of support in the process of understanding learners with intellectual challenges

This dissertation is about Parents Experiences of Support in The Process of Understanding Learners with Intellectual Challenges . The purpose of the study was to explore and describe the processes of support rendered to the parents of learners who are facing intellectual challenges and how these processes are experienced and understood by parents. A multi-case study design was used in this study. Data were collected via focus group discussions which took place in four schools that cater for learners with special education needs in Soweto. Thirty five (35) parents of learners who have been diagnosed with intellectual challenges participated in the study. Data were analysed using thematic data analysis method. The themes identified from focus group discussions were: 1, the process of diagnosis and referral of children who face intellectual challenges; 2, support received by parents and 3, ongoing needs for additional support. Although the views of fathers experiences of support were to some degree limited, the results of this study may contribute to establishing a framework for coordinated support from various agencies involved in supporting parents of learners who face intellectual challenges.Dissertation (MEd)--University of Pretoria, 2015.Educational PsychologyME