Abstract
The purpose of this study was to acquire the level of understanding from learners that are experiencing learning barriers and are assigned LSEN numbers known as, Learners with Special Educational Needs. An understanding and their perception of the transition from a mainstream Full-Service School (FSS) to a Vocational Centre that is rooted by Vocational Skills development.
The research participants were selected from an FSS school, four Grade 7 learners that have LSEN numbers were selected through a purposive selection process. This study was underpinned by a qualitative approach that was applied with a phenomenological research approach. The research study findings confirmed the importance of interactions found in the society starting from the inner system known as the Micro-system by Bronfenbrenner stretching out to the Exo-system. The theory is titled Bio-ecological Theory on Human Development. This was a suitable theory that framed and supported the research study. The research study provides findings that were analysed using the thematic analysis procedure. Three themes emerged that were discussed in-depth relating them to the research framework.
The first theme that emerged was, “Perception of being an LSEN learner in FSS”. The second was, “The belief around Vocational Schools by participant and the society”. The last was, “Recognising the Actual Aim of Vocational Schools”. Through these themes the research question was successfully answered. The findings suggest that more exposure of vocational school knowledge is to be provided in our Full-Service Schools (FSS). This means that, the important stakeholders ought to gather, interact and implement into an already existing inclusive policy the importance of Vocational Schools for LSEN learners. Acknowledging and motivating Vocational Schools in Full Service Schools will support skills development to be a desirable path in the learners’ scholastic path.
M.Ed. (Educational Psychology)