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

[摘要] 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.

[发布机构] Stellenbosch University