Abstract
The aim of this inquiry was to gain a deeper understanding of the hospitalisation of learners living with severe epilepsy. Much current research focuses on the attitudes and perceptions of teachers and relatively little has been done on learners with severe epilepsy and the kinds of support they require in a school setting. The latest policy document on inclusion, White Paper 6 of 2001 refers to support as essential in accommodating diversity. This involves the provision of supportive teaching and learning for all. Particularly in supporting learners with severe epilepsy, parents, teachers and all role players are regarded as important.
From the literature review, it was evident that support for learners with epilepsy plays an important role in enhancing teaching and learning. It was also apparent that, where support is lacking, their learning abilities is negatively affected. This study therefore aims to examine the ways in which hospitalisation affects epileptics’ learning abilities and, consequently, the support they require as a result of their barriers to learning. This information may be used as a point of departure in the training of teachers, in order to facilitate support and promote the successful removal of barriers to learning.
In order to achieve this goal, two focus group interviews were conducted with teachers and learners; furthermore, two individual interviews were also conducted with the hospital head sister attached to the school, and with the school principal.
The main patterns of concern that emerged from the data related to the learners, teachers, parents and the policy of inclusive education. From the analysis of data, it was clear that hospitalisation impacts negatively on learning and that little or no support is provided. It would probably be advisable for the Department of Education, teachers, parents and hospital staff to take note of these results and concerns so that all role players can be trained in the provision of adequate support. Moreover, the Department of Education is urged to speed up the process of implementing the policy on curriculum adaptation, which will benefit all learners, including those with severe epilepsy.
Collaborative working relationships between parents, teachers, learners, the hospital staff and other role-players must be characterised by warmth, love, perseverance, tolerance, acceptance and understanding. This working relationship should, at all times, provide the means for enabling learners to cope in the classroom. Parents, as partners in the education of learners, should be involved as classroom aides, and can be enlisted to visit learners who are hospitalized and to offer them support. The establishment of this commitment is a key element in supporting learners living with severe epilepsy.
Mrs. J.V. Fourie