A journey towards inclusive education; a case study from a ‘township’ in South Africa
The purpose of this case study was to relate part of the journey to appropriate education for two young children with physical disabilities in a low socio-economic peri-urban informal settlement – or ‘township’ – in South Africa. The part of the on-going journey described here spanned four-and-a-ha...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
AOSIS
2012-09-01
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| Series: | African Journal of Disability |
| Subjects: | |
| Online Access: | https://ajod.org/index.php/ajod/article/view/15 |
| _version_ | 1818008295231717376 |
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| author | Rosemary Luger Debbie Prudhomme Ann Bullen Catherine Pitt Martha Geiger |
| author_facet | Rosemary Luger Debbie Prudhomme Ann Bullen Catherine Pitt Martha Geiger |
| author_sort | Rosemary Luger |
| collection | DOAJ |
| description | The purpose of this case study was to relate part of the journey to appropriate education for two young children with physical disabilities in a low socio-economic peri-urban informal settlement – or ‘township’ – in South Africa. The part of the on-going journey described here spanned four-and-a-half years and included the two children, their families, their teachers, their community and a small team of rehabilitation professionals working for a non-profit organisation in the area. The rehabilitation professionals’ goals were to provide support for the children, their families, their current special care centre and the school(s) they would attend in the future. The steps from the special care centre, to a mainstream early childhood development (ECD) centre for both of them, and then on to (a) a school for learners with special educational needs (LSEN) for one child and (b) a mainstream primary school for the other, are described. Challenges encountered on the way included parental fears, community attitudes and physical accessibility. Practical outcomes included different placements for the two children with implications and recommendations for prioritised parent involvement, individual approaches, interdisciplinary and community-based collaborations. Recommendations are given for clinical contexts, curricula and policy matters; for research and for scaling up such a programme through community workers. |
| first_indexed | 2024-04-14T05:27:17Z |
| format | Article |
| id | doaj.art-8bfde168057846b98e629fbe789375f1 |
| institution | Directory Open Access Journal |
| issn | 2223-9170 2226-7220 |
| language | English |
| last_indexed | 2024-04-14T05:27:17Z |
| publishDate | 2012-09-01 |
| publisher | AOSIS |
| record_format | Article |
| series | African Journal of Disability |
| spelling | doaj.art-8bfde168057846b98e629fbe789375f12022-12-22T02:09:55ZengAOSISAfrican Journal of Disability2223-91702226-72202012-09-0111e1e510.4102/ajod.v1i1.153A journey towards inclusive education; a case study from a ‘township’ in South AfricaRosemary Luger0Debbie Prudhomme1Ann Bullen2Catherine Pitt3Martha Geiger4Chaeli Campaign, PlumsteadChaeli Campaign, PlumsteadChaeli Campaign, PlumsteadChaeli Campaign, PlumsteadChaeli Campaign, Plumstead Centre for Rehabilitation Studies, Stellenbosch UniversityThe purpose of this case study was to relate part of the journey to appropriate education for two young children with physical disabilities in a low socio-economic peri-urban informal settlement – or ‘township’ – in South Africa. The part of the on-going journey described here spanned four-and-a-half years and included the two children, their families, their teachers, their community and a small team of rehabilitation professionals working for a non-profit organisation in the area. The rehabilitation professionals’ goals were to provide support for the children, their families, their current special care centre and the school(s) they would attend in the future. The steps from the special care centre, to a mainstream early childhood development (ECD) centre for both of them, and then on to (a) a school for learners with special educational needs (LSEN) for one child and (b) a mainstream primary school for the other, are described. Challenges encountered on the way included parental fears, community attitudes and physical accessibility. Practical outcomes included different placements for the two children with implications and recommendations for prioritised parent involvement, individual approaches, interdisciplinary and community-based collaborations. Recommendations are given for clinical contexts, curricula and policy matters; for research and for scaling up such a programme through community workers.https://ajod.org/index.php/ajod/article/view/15inclusive educationmainstreamingparent involvementcommunity-based collaborationinterdisciplinary teamwork |
| spellingShingle | Rosemary Luger Debbie Prudhomme Ann Bullen Catherine Pitt Martha Geiger A journey towards inclusive education; a case study from a ‘township’ in South Africa African Journal of Disability inclusive education mainstreaming parent involvement community-based collaboration interdisciplinary teamwork |
| title | A journey towards inclusive education; a case study from a ‘township’ in South Africa |
| title_full | A journey towards inclusive education; a case study from a ‘township’ in South Africa |
| title_fullStr | A journey towards inclusive education; a case study from a ‘township’ in South Africa |
| title_full_unstemmed | A journey towards inclusive education; a case study from a ‘township’ in South Africa |
| title_short | A journey towards inclusive education; a case study from a ‘township’ in South Africa |
| title_sort | journey towards inclusive education a case study from a township in south africa |
| topic | inclusive education mainstreaming parent involvement community-based collaboration interdisciplinary teamwork |
| url | https://ajod.org/index.php/ajod/article/view/15 |
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