Abstract
M.Ed.
The implementation of Education White Paper 6 (2001) has put renewed
emphasis on the role and the rights of families with children with barriers to
learning. This policy has changed the role of the family greatly from being
traditionally only involved in activities such as fundraising and homework, to that
of participating in curriculum changes, learning support provisioning and
services.
Family involvement in the education of a child with barriers to learning, has
significant and wide-ranging effects and family-school partnerships are the most
valuable external relationships that any LSEN school should develop. As the
principal of a LSEN school, the researcher experienced a lack of involvement by
many families. This became a concern, as the learners referred to a LSEN
school, are all at risk.
This study explored the perceptions of the families regarding their involvement in
the education of their child in a LSEN school, as well as what they perceive as
possible barriers to family-school partnerships. The focus was on the microinvolvement
of the family with the individual child, with specific reference to the
role of the family in the multidisciplinary team at the school.
The researcher conducted three focus group interviews with families at three
similar LSEN schools in Gauteng. The interviews were semi-structured and all
data collected were recorded and transcribed. The three units of data were
analysed, organised into meaningful themes and coded. Patterns emerged,
which was clustered into sub-categories and categories. Interpretations were
made which led to the research conclusions.
The findings of the study identified two main categories: barriers relating to the
family and barriers relating to the LSEN school: Barriers relating to the family
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referred to emotional barriers, socio-economic challenges and the view that
families have on LSEN schools and the support and services they think these
schools should offer. Barriers relating to the school referred to the lack of
avenues for family involvement, inadequate family empowerment, with specific
reference to the rights of families in the education of their child with barriers to
learning, insufficient interaction amongst families in the school and poor
communication which lead to misconceptions and marginalizing of families.