Abstract
This study aimed to investigate the establishment of family-school partnerships (FSPs) in supporting learners with learning disabilities (LD) during their transition into special classes. Typically, learners diagnosed with LD are recommended for placement in special classes, where they can benefit from tailored content, customized learning activities, specialized teaching methods, and support materials. However, the transition process can become challenging without proper planning and collaboration between families and schools.
Employing a qualitative approach with a phenomenological design and an interpretive paradigm, this research engaged six family members of learners who had transitioned into special classes, six teachers, and two district-based support team (DBST) members. The theoretical frameworks of Schlossberg's transition theory, Epstein's Family-School Partnership framework, and the Ubuntu framework guided this study. Data collection methods included semi-structured interviews, focus group interviews, collage completion exercises with family members, and document analysis. Thematic content analysis was utilized to analyse the data.
Three key themes emerged and were thoroughly discussed within the context of the research's theoretical framework and relevant literature: Theme 1 Families and School's Perception in Supporting Transition of Learners with Learning Disabilities: This theme illuminated the perceptions of families and schools regarding their roles in supporting learners with LD during the transition process. It highlighted that, generally, FSPs were not established to aid these learners. Family members often lacked understanding about concepts like special classes, learning disabilities, and the transition process. Theme 2 Challenges Experienced by Families and Schools in Collaborating: This theme explored the difficulties faced by both families and schools in collaborating effectively during the transition of learners with LD. Participants acknowledged their lack of understanding and training, making it challenging to discern their roles in providing support. Theme 3 Family-School Partnership Approaches to Support Transition: This theme delved into potential approaches for developing effective FSPs to support the transition process. Participants recognized the need for guidelines on how to support learners during the transition into special classes.
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In summary, this study revealed that FSPs had not been effectively established to support learners with LD during their transition into special classes. Participants acknowledged their lack of understanding and training, hindering their ability to provide adequate support. As a result, the study recommends the development of guidelines to facilitate smoother transitions for these learners.
Key words: Learners with learning disabilities, family-school partnerships, transitioning, special class, support.