Abstract
M.Ed.
Few prospective parents expect to have a child with a disability and, even if they are aware of the possibility, very few voice their fears or are prepared for the actual experience. Usually parents have to provide care for the children. However, in a Primary School, in Osizweni, the Newcastle area of Kwa-Zulu Natal, learners come from families in which grandparents are primary the only adult caretakers of young children and also those with disabilities. In 2002 the school started to admit learners with diverse needs, including severe behavioural problems, hearing and visual impairments, severe physical, intellectual and learning disabilities. These learners had not been admitted anywhere else previously, because of their disability.
In Osizweni, as indicated above, most learners are no longer in the care of their biological parents but are being looked after by their grandparents. There are a number of reasons for this, some specific to the area and situation, others related to a general transference of responsibility common to the wider context of the extended family in African society. This study is aimed at exploring and describing the experiences of grandparents with grandchildren with disabilities and the inclusion of these learners in a school for the first time. This exploration and description could lead to better understanding of the grandparents and how to assist them to support their grandchildren at school
The research was conducted in a qualitative, exploratory and descriptive manner. In-depth interviews were the main source of data collection with observation and field notes as added tools. Discursive, constructionist orientated interviews were used. Four grandparents of learners with disability were interviewed as a target population in the study. The recorded data from interviews and observation provided the information needed. The interviews were conducted in Zulu and the transcribed interviews translated in English. The transcripts were read and the themes observed. Themes and categories were identified, analyzed and discussed according to the data, which were collected and discussed to explore grandparents’ experiences of inclusive education. In analysing the data, seven themes were identified in describing the experiences of grandparents with grandchildren with disabilities and the inclusion of these learners in a school for the first time. These themes were use as a basis to better understanding of the grandparents and how to assist them to support their grandchildren at school.
From the interviews it became evident that most grandparents experienced stress and uncertainty when attempting to secure help or specialty services related to the children’s disability and needs. They reported to be low users of existing services but in high need of services and benefits. This indicates discrimination, access, and difficulty in finding placement, knowledge and other barriers with which support services may be of assistance in resolving the problem. The participating grandparents also expressed financial needs and are being haunted by their own health issues and do not have finances for their needs and the needs of their grandchildren. The study also found that grandparents experience many losses as well as deep grief that comes with them and the grandchild being the constant reminder of the situation. Furthermore, the research findings exposed the fact that grandparents regard themselves as parents and have the great support from the community.
In the final chapter, recommendations, as well as suggestions for supporting grandparents and the community at large were made.
Mrs. H. Krige