Abstract
This study explored parents’ perceptions of the placement of learners with severeintellectual developmental disorders (SIDD) in Learners with Special EducationalNeeds (LSEN) schools. Despite policies advocating for inclusive education andparental involvement, parents often encounter challenges in understandingassessment processes, navigating placement procedures, and accessingappropriate support for their children. A qualitative research design was employed,with data collected through semi-structured interviews with nine parents of learnersdiagnosed with severe SIDD. Thematic analysis was used to identify patterns andinsights from the data. The study focused on three objectives: exploring parents’perceptions of LSEN placement, understanding parents’ perceived roles in theplacement process, and identifying existing support structures to inform anintervention programme. Four main themes emerged: (1) Identification andAssessment, highlighting parents’ recognition of academic and behavioralchallenges; (2) Parental Awareness and Understanding of SIDD, reflecting varyinglevels of knowledge about intellectual disabilities and developmental delays; (3)Parental Involvement and Support, showing the importance of communication,emotional resilience, and community assistance; (4) Gaps in the Assessment andPlacement Process, revealing delays, lack of transparency, and systemicinefficiencies. Direct quotes from participants illustrated authentic parentalexperiences throughout the study. The findings indicate that while teachers andcommunities play a critical role in supporting learners, systemic barriers often limitparental participation. Based on the findings, the study recommends thedevelopment of an intervention programme that enhances parental education,strengthens parent–school partnerships, and leverages community support. Policyand practice recommendations include streamlining placement procedures,improving communication with parents, and integrating skills-based educationpathways for learners with severe SIDD. This study contributes to inclusiveeducation by amplifying parental voices, highlighting systemic challenges, andproposing practical strategies to ensure learners with severe SIDD are placedappropriately and supported effectively to reach their full potential.