Abstract
Inclusive education ensures that learners’ rights and needs are taken into consideration and that education systems are adapted to accommodate the diversity of individuals. Through a qualitative case study of a mainstream primary school in Ekurhuleni, South Africa, this study describes educators’ perspectives of psychoeducational support provided to learners with severe intellectual disabilities (SID). The study is framed on Bronfenbrenner’s bioecological model which views individuals in their context, taking into account various overlapping systems that are interconnected and influence the participants’ lives. This study is rooted in an interpretive paradigm and made use of purposeful sampling to select the school and the participants who were able to provide rich information. Data was gathered using semi-structured interviews as well as a focus group discussion...
M.Ed. (Educational Psychology)