Perceptions of inclusive education of parents of children without disabilities

[摘要] ENGLISH ABSTRACT:This qualitative study has placed a focus upon the experiences of inclusiveeducation of parents of learners without disabilities. As the advent of inclusiveeducation in South Africa has been accompanied by substantial political,social and legislative changes, an ecosystemic theoretical framework hasinformed the process of this study in order to acknowledge and betterunderstand the influence of various contexts on individuals in theirconstructions of reality.Recent South African policy documents have endorsed inclusive education asthe conceptual framework within which previously disparate systems ofeducational provision can be united and learners of all abilities optimallyaccommodated. These documents have not only drawn attention to the needto recognise the rights and potential and actual contributions of parents to theprocess of education, but have also called for reporting on inclusiveeducational practice within various institutional contexts.It is against this backdrop that this study has attempted through aninterpretative and constructive research philosophy and design to access andinterpret the perceptions and experiences of the parents who voluntarilyparticipated in the research process. Permission was obtained from theWestern Cape Education Department to conduct focus group discussions ata school which has included learners with Down Syndrome. Two focus groupdiscussions were conducted with groups of parents of children withoutdisabilities in venues provided within the school buildings. Participatingparents were asked to reflect on their experiences of inclusive educationinitially as part of a written response to the research question and laterthrough interactive discussion within the focus group. Follow up telephonicinterviews provided member checks on the initial data analysis and enabledfurther reflections on the research question. Data analysis was achieved through the constant comparative method of datainterpretation. This process yielded patterns within the data which ultimatelyled to the formation of various categories which were grouped systemically toenable a holistic interpretation of the research results. The analysis of resultsrevealed responses to various issues and a generally favourable attitude toinclusive education, particularly the degree to which the parents' children hadbeen advantaged by an exposure to difference and the extent to which morerealistic representations of disability had been constructed by the parents.Responses ranged from views concerning the implementation of governmentpolicy, difficulty with constructions of disability, concerns regarding the abilityof the school system and particularly teachers to monitor and manage thischange in educational policy, to more personal issues which involved theperceived benefits of socialization with learners with disabilities.The implications of the study suggest that interactive discussion is a vehiclethrough which democracy can be actively practised, change can be positivelymediated, solutions to educational challenges collaboratively constructed andpartnerships between parents and schools more firmly established.

[发布机构] Stellenbosch University