Children with physical and sensory disabilities : exploring the implementation of inclusive education legislation and policy.

Abstract

Research studies have shown that schools in South Africa face many challenges in implementing inclusive education (IE) for children with disabilities. The primary aim of this study was to explore the implementation of IE policies for children with physical and sensory disabilities in six public primary schools in the Pinetown district. A qualitative research approach was used in this study. Probability sampling in the form of simple random sampling was used. Semi-structured interviews were used to collect data from 6 principals at public primary schools in the Pinetown district. An ecosystem perspective was used as a framework to guide the study.

The major conclusion of this study was that public primary schools were not implementing IE legislation and policies. Schools accommodated children with limited physical and sensory disabilities provided that they were self-sufficient and did not rely on the teacher or other students to move around. Children with severe physical and sensory disabilities were not admitted in these schools either because parents did not approach mainstream schools or the past procedures of referral to special schools was still practiced. Mainstream schools continue to have barriers in implementing IE due to large class sizes, the lack of resources and infrastructure, the teachers’ lack of training and lack of support from parents and the DoE.

The findings in this study are consistent with a number of other studies where similar challenges were experienced in implementing IE. Regardless of legislation and policies on IE, children with disabilities continue to be segregated on the basis that they are still not receiving an education together with their able bodied peers.