Parental perspectives on support for learners with physical disabilities at special schools

Abstract

Background: Inclusive education for learners with special education needs is challenged with a rigid curricula and inadequate policy monitoring. Parental perspectives are crucial for shaping inclusive policies. However, these are insufficiently examined in the existing research and hinder improvements in special education practices.
Objectives: This study explored parents’ perspectives on how special schools met the unique needs of learners living with physical disabilities.
Method: A descriptive, qualitative exploratory design utilising semi-structured interviews with 11 parents from three selected special schools was adopted. Participants were recruited using a purposive non-random sampling method through telephone calls and face-to-face interviews. Transcripts were audio recorded and transcribed verbatim. Data were analysed inductively using a six-step approach to thematic data analysis on ATLAS.ti version 9. Intercoder reliability was achieved with consensus agreement.
Results: Three themes emerged: (1) A lack of curriculum differentiation and its effects on the learners’ academic performance. (2) A lack of empathy and support in addressing the learners’ challenges. (3) Poor management of assistive devices.
Conclusion: Parents perceived that special schools inadequately addressed their children’s needs, particularly in curriculum delivery. Insufficient assessments resulted in learners remaining in unsuitable academic stream instead of transitioning to vocational pathways.
Contribution: Parental insights highlight critical areas for improvement in informing policies to enhance support for learners with special education needs.