Abstract
The purpose of this study is to explore the implementation of an IST in a rural
primary school of Northern KZN. The ISTs within an inclusive education
context have not existed in the said area, due in part to the way the district
support structure was implemented. Previously, the main focus had been on
psycho-educational assessment, which was done in a more traditional way,
with no specific interventions after assessment. This, however, was not in
accordance with the ex-KwaZulu Department of Education modus operandi.
Although the Education Support Services (ESS) of the past era provided
some support for learners with barriers to learning in Northern KZN, it was not
enough.
The research site is nestled in a valley amidst rocky land in Northern
Zululand, with sparsely populated communities around the school.
Acculturation, that is the absorption of other cultures, prevails among the local
people, with influences noticeable in some community houses being built in
the semi-urban style of neighbouring Swaziland and Mozambique. However,
the majority of the community continue to live in traditional houses and the
area still operates as a subsistence economy. This is evident along the
roadsides, where there are a number of informal small business sites from
which the local community sell their wild fruits, arts, crafts and/or firewood to
passers-by, including tourists. Many learners assist their parents with these
sales after school, over weekends and on public holidays. Some have large
fields for growing vegetables, mealies and other crops.
It is significant that the majority of the community is illiterate, with this
becoming a challenge to the school because the same parents are expected
to support their children with their schoolwork, as well as participating in the
school activities. The cooperation between the home and the school should
be improved, as many learners are not staying with their natural parents but
with members of the extended family, including their grandparents. For much
of the time these guardians (grandparents and care-givers) have their own
personal commitments. The School Governing Body (SGB), including parent
representatives, is instrumental in improving educator-parent relationships.
Mrs. O.R. Pettipher