An exploration of the parents' experiences of the inclusion and retention of their disabled children in public schools in the Eastern Cape Province

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dc.contributor.advisorLorenzo, Theresaen_ZA
dc.contributor.advisorPendlebury, Shirleyen_ZA
dc.contributor.authorTshabalala, Ntombekhayaen_ZA
dc.date.accessioned2014-11-11T06:59:34Z
dc.date.available2014-11-11T06:59:34Z
dc.date.issued2014en_ZA
dc.descriptionIncludes bibliographical references.en_ZA
dc.description.abstractSouth African national policy on Inclusive Education, as expressed in White Paper 6 of 2001, regards the role of parents as key to making schools inclusive sites for learning. For parents who have been historically discouraged from participating in the education of their children, this is a challenging role. The aim of this study was to assemble data which would shed light on what parents of disabled children in public schools view as relevant support for them to actively participate in the process that ensures inclusion and retention of disabled children in schools. In line with the social model of disability, this qualitative study follows a participatory action research design using critical theory as the lens through which the world of parents with disabled children was examined. Purposive sampling was used to select five parent participants in the study within a District Municipality (South Africa). They were all members of a support group of parents with disabled children. Parents were given a detailed outline of the study aims which were explained to them by the researcher at the outset and were informed that they could resign at any time without any implications thereof to their children and themselves. Individual interviews with parents, school meetings involving parents, children and teachers, researcher personal journal, narrative and focus group sessions were used for data collection. A transformative paradigm informed the data collection procedures and interactions with parents. Data was analysed through content analysis of the full data set, including the researcher’s reflective journal. Recurring patterns were identified, coded and then categorised according to similarities and meanings. Data management and analysis took place through an iterative process of selecting, simplifying and transforming raw data during and after meetings held with the assistant researcher after each meeting with the parents and in discussion with a research mentor.en_ZA
dc.identifier.apacitationTshabalala, N. (2014). <i>An exploration of the parents' experiences of the inclusion and retention of their disabled children in public schools in the Eastern Cape Province</i>. (Thesis). University of Cape Town ,Faculty of Health Sciences ,Department of Health and Rehabilitation Sciences. Retrieved from http://hdl.handle.net/11427/9535en_ZA
dc.identifier.chicagocitationTshabalala, Ntombekhaya. <i>"An exploration of the parents' experiences of the inclusion and retention of their disabled children in public schools in the Eastern Cape Province."</i> Thesis., University of Cape Town ,Faculty of Health Sciences ,Department of Health and Rehabilitation Sciences, 2014. http://hdl.handle.net/11427/9535en_ZA
dc.identifier.citationTshabalala, N. 2014. An exploration of the parents' experiences of the inclusion and retention of their disabled children in public schools in the Eastern Cape Province. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Tshabalala, Ntombekhaya AB - South African national policy on Inclusive Education, as expressed in White Paper 6 of 2001, regards the role of parents as key to making schools inclusive sites for learning. For parents who have been historically discouraged from participating in the education of their children, this is a challenging role. The aim of this study was to assemble data which would shed light on what parents of disabled children in public schools view as relevant support for them to actively participate in the process that ensures inclusion and retention of disabled children in schools. In line with the social model of disability, this qualitative study follows a participatory action research design using critical theory as the lens through which the world of parents with disabled children was examined. Purposive sampling was used to select five parent participants in the study within a District Municipality (South Africa). They were all members of a support group of parents with disabled children. Parents were given a detailed outline of the study aims which were explained to them by the researcher at the outset and were informed that they could resign at any time without any implications thereof to their children and themselves. Individual interviews with parents, school meetings involving parents, children and teachers, researcher personal journal, narrative and focus group sessions were used for data collection. A transformative paradigm informed the data collection procedures and interactions with parents. Data was analysed through content analysis of the full data set, including the researcher’s reflective journal. Recurring patterns were identified, coded and then categorised according to similarities and meanings. Data management and analysis took place through an iterative process of selecting, simplifying and transforming raw data during and after meetings held with the assistant researcher after each meeting with the parents and in discussion with a research mentor. DA - 2014 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2014 T1 - An exploration of the parents' experiences of the inclusion and retention of their disabled children in public schools in the Eastern Cape Province TI - An exploration of the parents' experiences of the inclusion and retention of their disabled children in public schools in the Eastern Cape Province UR - http://hdl.handle.net/11427/9535 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/9535
dc.identifier.vancouvercitationTshabalala N. An exploration of the parents' experiences of the inclusion and retention of their disabled children in public schools in the Eastern Cape Province. [Thesis]. University of Cape Town ,Faculty of Health Sciences ,Department of Health and Rehabilitation Sciences, 2014 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/9535en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentDepartment of Health and Rehabilitation Sciencesen_ZA
dc.publisher.facultyFaculty of Health Sciencesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.titleAn exploration of the parents' experiences of the inclusion and retention of their disabled children in public schools in the Eastern Cape Provinceen_ZA
dc.typeDoctoral Thesis
dc.type.qualificationlevelDoctoral
dc.type.qualificationnamePhDen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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