7.2 Presentation of data
7.2.1 Adequate provision of resources
144 CHAPTER SEVEN
STRATEGIES PROPOSED BY SCHOOL MANAGEMENT TEAMS AND TEACHERS
145 strategies to address the problem of shortage of key resources. They mentioned that they used funds allocated to schools by the Department of Education to have adequate resources provided. This was illustrated by Ms Judith, Principal of Impala Primary School when she said:
Out of norms and standard allocation from the department of education, the school afford to have ramps built from the school gate to few classrooms. The department of education allocates funds for schools to do minor repairs. This assists learners on wheelchairs to access the school easily (Ms Judith, the Principal of Impala Primary School).
The views expressed by Ms Judith were also shared by Ms Dawn, the Principal of Lilly Rose Primary School and Mr King, the Principal of Lwandle Primary School respectively. For instance, Ms Dawn highlighted that to have classrooms and school environment appropriately prepared, the provision of ramps and doing away with sandy areas, they had to work with parents and skilled community members. This is what she said:
Using skilled community members, the school prepares ramps for wheelchairs. Soul Buddyz Club working together with Girl guides and Environmental Club, mark danger zones in our school. Parents in the community come and do voluntary work at school where they plant grass to reduce sandy areas (Ms Dawn, Principal of Lilly Rose primary School).
The literature reviewed in Chapter Two indicated that in order to make sure that all schools are accessible for people with physically disabilities, all new schools that are in the planning phase should be built in line with the National Building Regulations as promulgated in 1986 (Van Zyl, 2012). The principal of the school has a duty to inform the district office of the needs of the school. This was understood by Mr King, Principal of Lwandle Primary School when he made the following comment:
146 We have made a number of applications to the DoE to have schools renovated or sometimes make recommendations for new buildings to suit the needs of all learners at school for inclusion of all learners’ needs (Mr King, the Principal of Lwandle Primary School).
Data generated from school documents reviews as one of instruments used for data generation in this study, confirmed what was said by Mr King, the Principal of Lwandle Primary School. There were copies filed after applications were sent to the Department of Education to have school renovated. The school log book that was also visited indicated that after the application was sent to the district office, the district officials visited the school. The views from three principals were also shared by the HODs from the three participating schools. For instance, Ms Amazon, the HOD from Lilly Rose Primary School as SMT member, mentioned the urgent demand that forced them as a school to make application to the Department of Education to have the school renovated in preparation for a learner with disabilities who was to be admitted at school. This is what she said:
A learner on wheelchair was sent to our school by the local hospital for admission. As a school we were forced to send her back home while sending urgent application to the DoE physical planning section requesting to have school renovated and access to classrooms and have walkways paved from the school gate.
The schools needed to provide walk ways for learners on wheelchairs. Classrooms had to be prepared in such a way that they were accessible for the learners with disabilities. Classrooms needed to be in good condition, not leaking for the safety and health condition of learners.
The schools did not solely rely on the Department of Education but they also had means to deal with the provision of adequate resources. Ms Ant, teacher from Impala Primary School made the following comment:
147 The school sometimes write applications to the nearby game reserve to get assistance to have infrastructure provided. We had classrooms built and some renovated. The area has a problem with water supply but through the assistance from this game reserve, we were provided with a borehole and water tanks were donated to the school.
As much as schools appeared to rely mainly on Department of Education for funding, but what was noted was that some schools had funding from other sources. For instance, Lilly Rose Primary School, just like Impala Primary School, mentioned that besides applying to the Department of Education for assistance, the school also got assistance from the local traditional authority. Through the community levy charged from visitors visiting the sea and the wetland in the community, the school was electrified and some had classrooms built. This indicates the interest that traditional leadership can play a supportive role in the education of the community‟s children. This may also indicate that if leadership in the school engages with stakeholders such as leaders in the community such as traditional leaders, more can be achieved. Ms Amazon, the HOD from Lilly Rose Primary School had this to say:
We have our traditional authority supporting us. Not long, we had some classrooms built and the whole school electrified (Ms Amazon, HOD from Lilly Rose Primary School).
Mahlo (2011) comments on provision of adequate and appropriate resources when she highlights that to have resources in place would promote the implementation of the policy.
The provision of adequate material promotes the implementation of Inclusive Education policy. Ms Dawn, Principal of Lilly Rose Primary School supported this when she emphasised that when making requisition for school furniture, she considers catering for all.
The provision of other resources is also done considering any form of disability that the school might have. This includes wheelchairs and crutches provided with the assistance of the Department of Health and NGOs. This is what she said:
148 In the requisition done for the school, I include furniture that is suitable for all learners with and without disabilities. We also get assistance from the department of health where wheelchairs and crutches are given to school. The NGO working in our community assisted with few wheelchairs which we use at school for all needy learners. Some learners even take them home (Ms Dawn, Principal of Lilly Rose Primary School).
The provision of resources in schools was seen being a challenge and the strategy was that schools provide resources for the support of learning. There were learners who were mentioned to have hearing problem and some were short–sighted. Ms Elephant, HOD from illustrated the following:
Working together with the Department of Health, the school provide hearing aids;
spectacles for learners with sight problem; crutches and wheelchairs to learners who are physically disabled in support of learners who have challenges (Ms Elephant, HOD from Impala Primary School).
It was found that there were learners who had challenges in their learning. Resources like computers were needed for extended opportunities to learners who are struggling in their learning and also the provision of other resources such as big books and charts. The principal of Impala Primary School, Ms Judith indicated that they had received donations in the form of computers in their school and were using them for support in their teaching for the implementation of Inclusive Education policy. They found it helpful, and she had this to say in that regard:
I work with the community for the projects conducted in the area. Sometimes I take these people to my school. It is where we speak about the school and the needs that we have as a school. They had a concern about learners who were struggling to learn. We were donated with activities- programmed computers and we find them
149 very helpful to learners who are struggling to learn because they learn through play which they enjoy (Ms Judith, Principal of Impala Primary School).
Teachers as participants in the study were also concerned about the situation they found the learners in. It was for that reason that Ms Hadebe from Lwandle Primary School made a comment that some learners were physically disabled and did not have crutches or wheelchairs. They were carried by their parents when coming to school and some dropped by cars at the school gate. The situation was discussed with the local hospital. Wheelchairs and crutches were provided to school. This is what she said:
The school is assisted by the NGOs and the hospital nearby to have wheelchairs provided for learners with physical disability. Some learners are provided with crutches (Ms Molly, teacher from Lwandle Primary School).
The provision of resources in schools cannot be underestimated as it assists to have policy implemented. While schools expect the Department of Education to improve schools in order to meet the demand for the current education which is inclusive, but with the little they afford, they can make implementation of the policy work. Donohoue and Bornman (2014) support this when mentioning the need to have schools and public places renovated for accessibility.