Abstract
All children have the right to education, including those with barriers to learning such as
language processing disorders. Parents are key stakeholders in supporting their children’s
right to education. Within an inclusive education background, the study aimed to establish
the underlying perceptions of parents of learners from a low social-economic background
regarding their role in ensuring the right to education of their children with language
processing disorder (LPD). The study further explored the ways in which the parents of
learners from a low socio-economic status are involved or not in the education of their
children with language processing disorder. The study used a qualitative research approach
and interpretivist paradigm. It used a phenomenological design and purposeful sampling.
The sample comprised twelve parents, aged between 30 and 60 years, whose children were
diagnosed with language processing disorder and were enrolled in a mainstream public
primary school in Johannesburg East, Ekurhuleni South in Gauteng province. Data collection
included 12 individual semi-structured interviews and one focus group discussion. Data were
analysed using thematic data analysis. The research findings indicate that parents had
positive perceptions, believing all children, regardless of their learning disabilities, have the
right to education and should not be discriminated against. The research findings further
indicate that parents are involved in their children’s education in various ways. They attend
school meetings, provide financial support, communicate with teachers, ensure the provision
of basic needs, and assist with homework. This involvement highlights the different roles
parents play in supporting their children's education. Despite these efforts, parents face
significant challenges such as a high level of illiteracy, lack of time due to work schedules,
and single parenting. The findings underscored the need for support and policy development
to assist these parents in fulfilling their roles effectively, thereby ensuring their children's right
to education. This study emphasised the importance of a collaborative approach involving
schools, communities, and policymakers to address these barriers and promote inclusive
education for all learners.