Abstract
This study explored parent–school partnerships in supporting learners with intellectual disabilities in Mpumalanga Province. The purpose was to gain an in-depth understanding of how these partnerships function, the challenges experienced by both stakeholders, and strategies that can enhance partnerships. Learners with intellectual disabilities often face academic, social, and emotional difficulties, intensified by stigma, discrimination and limited access to appropriate support services. A strong partnership between parents and schools is essential for addressing these challenges, as it promotes open communication, shared decision making and inclusive support systems.
A qualitative research approach was employed to explore the lived experiences of parents, teachers, and School-Based Support Teams (SBSTs). Data were collected through semi-structured interviews and focus group discussions and analysed using thematic analysis. The findings revealed that while some schools demonstrate effective partnerships with parents, others face barriers such as inconsistent communication and limited parental engagement. Participants highlighted the need for ongoing dialogue, parental empowerment and structured support frameworks.
The study concludes that strengthened parent–school partnerships are vital for improving educational outcomes and holistic development for learners with intellectual disabilities. Practical interventions are recommended to support inclusive practices and enhance partnership relationships within special education contexts in South Africa.