Factors facilitating completion of mainstream education in an ordinary school : reflections of young adults with cerebral palsy

Luger, Rosemary Jean (2016-03)

Thesis (MPhil (Rehabilitation))--Stellenbosch University, 2016.

Thesis

ENGLISH ABSTRACT: Inclusive education is supported internationally and nationally, but most children with physical disabilities are still excluded from ordinary schools in South Africa. The purpose of this paper is to add to the body of knowledge about factors that facilitate the inclusion of learners with cerebral palsy. This will complement the more widely known barriers to education, from the perspectives of teachers and/or parents and in other countries. The research question was: What were facilitating factors within the lived experience of young adult participants with cerebral palsy, which allowed them to access mainstream education and achieve a Grade 12 pass in an ordinary school in Cape Town, South Africa? Two in-depth interviews were conducted with each of the three participants in English. Interpretative Phenomenological Analysis (IPA) led to the identification of three superordinate themes: “Treat me the same, but treat me differently”, “Good communication is vital” and “Ons gee om” [We care], each of which comprised two subordinate themes. The facilitating factors identified are discussed within the framework of the International Classification of Functioning, Disability and Health (ICF). Practical implications and recommendations are proposed.

AFRIKAANSE OPSOMMING:Inklusiewe onderwys word internasionaal en nasionaal ondersteun, maar die meeste kinders met liggaamlike gestremdhede word steeds deur gewone skole in Suid-Afrika uitgesluit. Die doel van hierdie projek was om bestaande kennis aangaande faktore wat die insluiting van leerders met serebrale verlamming bevorder, uit te brei. Dit sal die meer algemene, reeds bekende kennis oor struikelblokke in die onderwys, vanuit die perspektief van onderwysers en/of ouers, meestal van ander lande, aanvul. Die navorsingsvraag was: Watter ondersteunende faktore, soos ervaar deur jong volwasse deelnemers met serebrale verlamming, het hulle bemagtig om hoofstroom onderwys te betree en om Graad 12 suksesvol te voltooi as leerders van ‘n gewone skool, geleë in Kaapstad, Suid-Afrika. Twee in-diepte onderhoude is met elk van die drie studiedeelnemers in Engels gevoer. Interpretatiewe Fenomenologiese Analise het bygedra tot die identifikasie van drie hooftemas, naamlik: “Behandel my dieselfde, maar behandel my anders”, “Goeie kommunikasie is lewensnoodsaaklik” en “Ons gee om”; wat elk ook in twee sub-temas onderverdeel is. Die ondersteunende faktore, soos geïdentifiseer deur die deelnemers, is bespreek binne die raamwerk van die Internasionale Klassifisering van Funksionering, Gestremdheid en Gesondheid. Praktiese implikasies en aanbevelings is voorgestel.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/98407
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