7.2 Presentation of data
7.2.5 Promotion of parent involvement in their children learning
160 educators suggest that there is a need for the district officials to visit schools more frequently in order to support and discuss the content of policies. The LSEN section of the district office has an added responsibility to avail themselves to schools and be known. Questions that sometimes asked by curriculum section can be easily answered when teachers are supported by documents from this section.
161 schools were utilising them to their advantage. One of the participants had this to say in this regard:
We have retired teachers who are still capable to teach. We need invite them to come and share their experiences in teaching. We also have retired nurses who are also capable to assist in health issues where they facilitate health lessons. These people are invited when we have meetings at school and share with parents (Ms Dawn, Principal of Lilly Rose Primary School).
Ms Judith, Principal of Impala Primary School concurred with the view of involving parents.
She mentioned the involvement of parents when they attend meetings invited at school.
Parents were made aware of the policy. As it was highlighted in the previous chapter, although parents were made aware of this policy, I should reiterate that parental attendance in parents meetings remained a challenge. Nevertheless, when they did, schools took advantage of their presence and updated them about the schools‟ programmes. This was confirmed on minute books analysed for SGB and parents meetings held.
We have meetings invited at school to discuss school matters. In all meetings attended, curriculum is discussed. It is in these meetings that parents are made aware of Inclusive Education policy. They are also reminded of their role in their children learning. Policies such as curriculum policies and progression requirements are discussed with them. We sometimes invite other government departments in such meetings (Ms Judith, Principal of Impala Primary School).
The involvement of parents was also mentioned by the HODs from different schools. They mentioned the involvement of parents when they were invited as phase learner parents to discuss learner progress. One HOD mentioned that after each term they discussed the results with parents in phase meetings.
162 Parents of learners who did not pass are invited to school and given opportunity to comment on learner progress and suggest ways to improve results. It is in these meetings that parents discuss challenges they have with their children at home and sometimes parent even give a history of the birth of a child. This assists us as a school to know how we help a learner (Ms Elephant, HOD from Impala Primary School).
Parents were invited to phase meetings organised by the HODs. They were invited to come and check on learner progress and also discussed the challenges with teachers and school.
They found it working for them because after the meeting with parents, some learners performed better in their school work. It was believed that such improvement could be attributed to the support they received from parents. Ms Molly, teacher from Lwandle Primary School also commented saying:
We invite parents to discuss the results at the end of each term. They are also invited as phase learner parents and check on their learners’ work. The comments they make huge difference in the learners’ performance. One parent commented saying that they were happy to be invited to school because she wanted to sit next to her son and hear him saying what makes him not to pass. I also invite learner parent when there is something I want to check with a learner which I cannot ask direct to the leaner but a parent have information about that learner.
The presence of parents in their learner education is important. This study has found that many learners did not have parents as many of them had died, largely due to illnesses. Those who were still alive worked in far places where they come home once a month or even in six months‟ time. They left their children with grandmothers who were invariably illiterate.
There were also parents who worked in local farms. They worked for many hours and came home tired and unable to assist their children with school work. Engelbrecht, Oswald and Forlin (2006) found that these factors undermined parents‟ willingness to get involved in their children‟s education. The lack of parent involvement delays implementation of Inclusive Education policy. The three participating school participants raised their concern on parents who were not part of children learning. One principal commented saying that it assisted them
163 as a school when they attended community meetings. The integration of school activities with community activities helped in the implementation of Inclusive Education policy.
In our traditional authority, they have different structures which include education desk. When the community have gatherings, we as schools are given an opportunity to present challenges and success we have as schools in the community. It is where we talk about challenges we as schools have in the involvement of parents in their children education (Ms Dawn, Principal of Lilly Rose Primary School).
Drawing from the above extracts and also from literature, one can argue that when parents are involved in learner education then implementation of Inclusive Education will succeed.
Parent involvement was confirmed by teachers and SMT in the study. Some parents attended church. It must be the concern of everyone that chances is given to education desk to address the congregation on the education of learners. This also is indicative of the view that society is organised into various spheres and there are relationships between such spheres. As the child grows, she or she is influenced by all these societal structures such as home; the church;
the school and also the broader society. That is the hallmark of Bronfenbrenner‟s ecological theory that was discussed in detail in Chapter Three.