8.2 Similarities and differences in the schools and in the community
8.2.1 Similarities and differences in the role played by the SMTs and the teachers
The study indicated that the SMTs in all three participating schools promoted the awareness on Inclusive Education policy. The SMTs in three researched schools made everyone at school aware of Inclusive Education policy. This awareness included parents, teachers, learners and the community. The way the three researched schools promoted awareness on Inclusive Education policy was the same. They mentioned using parents meetings who were invited at school to discuss the policy with them. They also mentioned that they used staff meetings convened in schools to make awareness to teachers by discussing the policy with them. Teachers were made to understand their role to have the policy implemented. Beside staff meetings, the HODs had the policy communicated to the teachers in their phase meetings. It was also promoted to the learners in gatherings that the schools had. It was mentioned that it was done in the assembly when learners gathered for prayers or else in their classrooms by class teachers. It was in such gatherings where learners were made aware of their rights to schooling and the respect they deserve irrespective of disability they may have (Republic of South Africa, 1996a; Republic of South Africa, 1996b). The data indicates the SMTs in the three reached schools used the community meetings to have the community
175 informed of the policy again they mentioned the awareness days that they as schools organised to have the community informed of the policy and other schools‟ programmes. The SMTs mentioned that they invited different government departments to make awareness to the community invited to schools. The aim of the policy was to have everyone educated on Inclusive Education policy. Learners knowing their rights as mentioned in the School Act (Republic of South Africa, 1996b). The policy highlighted the rights of all learners to be at school and cared for without being discriminated and be taught.
The study in the three researched schools mentioned that the SMTs worked with the teachers to manage the implementation of the policy. The SMTs developed teachers in planning for the lessons and work schedule. The study further mentioned that the SMTs were aware of their role where they controlled and monitored work of teachers. Participants from the three researched schools highlighted that teachers were capacitated by the SMTs and that such capacitation made them perform their role to have Inclusive Education policy implemented.
Their capacitation was through workshops organised by the district and in-service workshops organised in the schools. The SMTs made funds available for teachers to attend workshops.
The SMTs in the three researched schools invited experts to come and assist teachers at school. To have Inclusive Education policy effectively implemented, everyone had to be capacitated. The SMTs and the teachers all respected the right of learners as stipulated in South African Constitution Act (Republic of South Africa, 1996a) where education is declared as a right for everyone. Further, the Constitution acknowledges the right of all learners to be taught and cared for without being discriminated against. The SMTs in these three schools preached the gospel of teachers teaching learners without any discrimination and learners not discriminating one another.
The three researched primary schools showed that the SMTs and teachers created partnership with other government departments and non-government departments. Such partnerships assisted schools to get service whenever there was a need. The partnership was mentioned where the school was situated near the clinic and were assisted with health facilities. Medical assistance that was provided assisted the schools to deal with learners who had different challenges in their learning. They mentioned times when the Department of Health had to come to school and have learners immunised the same department visited the schools for other medical conditions such as eye testing; hearing; speech therapy; psychology testing and sometimes treated for any sickness they have. The partnership between the school and other
176 departments were also mentioned when there were cases in the community that affected the learners. The school working with SAPS attended to such cases. It was in the partnership that some schools mentioned assistance they got from NGOs. Learners were provided with school uniform, food parcels and some even had their homes built. For the schools to have Inclusive Education policy implemented, the partnership with government departments and NGOs was found important. Poverty alleviation in schools was dealt with when schools were in partnership with these departments. While the three schools formed partnership with other departments but Impala Primary School was different from the other two researched schools.
Besides the assistance from government departments, Impala Primary School mentioned partnership with the game reserve that was near the school and that benefitted the school because they were donated with classrooms and tourists visiting the place had donations made to the school. The partnership between the schools and government departments and NGOs was of utmost importance.
Participants from the three researched schools emphasised that their schools advocated parental involvement in the schools‟ activities. There is a range of varying factors that influence the establishment of parent-teacher co-operation and these factors include cultural, linguistic, social economic and historical factors (Tomlinson, 1996; Wolfendale, 2000; Reay, 2009). This co-operation requires different forms of participation of parents. The involvement of parents as espoused in the three researched schools. That was important in many ways. For instance, school required information from the parent for their children, such information could include medical report that the schools require from parents to have learners assisted and a learner‟s developmental peculiarities, potential and their behaviour outside the schools.
Parental participation is the most important aspect of current educational reforms and a fundamental principle of Inclusive Education policy (Farell & Jones, 2000; Tassoni, 2003;
Smit & Liebenberg, 2008; Tsotetsi, van Wyk, & Lemmer, 2008; Ndlovu, 2011). There were parents who were said to be responsive to the school needs. For instance, these parents were seen attending meetings and came to school whenever invited. It was observed that when parents were part of learning, Inclusive Education policy can be implemented. While schools were forming partnership with parents, there were some parents found not co-operative with the schools. This was highlighted as one of the barriers which negatively affected the chances to a learner to be assisted because there was information that was required from a parent. This says that parents could not prioritise their learner education. And some apparently, lacked knowledge about the importance of these issues and illiteracy was blamed for such conduct of
177 the parents. On the surface, it would appear as if such parents did not value their learners‟
education. However, when looking deeper into such parental apathy, the lack of understanding about what parents are supposed to be doing could take part of the blame.
Consequently, some learners tended to drop out of school due to the lack of support from home and local community. To alleviate learner drop out that was seen taking place in three schools, Inclusive Education policy was needed to be implemented in schools so that whatever challenges they have, are addressed.
8.2.2 Similarities and differences in challenges encountered by the School Management