The functioning of primary school learners with paraplegia paraparesis in mainstream schools in the Western Cape, South Africa. An exploratory study

Purpose. This study explores the reality of implementing policy guidelines that promote the inclusion of learners with disabilities in mainstream schools. According to the department of education in South Africa, learners who can satisfactorily be educated in an ordinary or mainstream school should be accommodated there. Method. The Craig handicap assessment and reporting technique were used to identify activity limitations and participation restrictions of learners with paraplegia paraparesis in the mainstream school setting in the Western Cape, South Africa. The Craig hospital inventory of environmental factors identified contextual factors that facilitate or restrict the participation of learners. The views of the learners, teachers and parents were compared in order to identify the facilitators and barriers that influence the participation of physically disabled learners in mainstream schooling. The study population comprised 15 learners between the ages of 6 and 14 years old with paraplegia paraparesis, their parents and relevant class teachers in 13 mainstream schools of the Western Cape, South Africa. Results. Findings indicate that cognitive independence and mobility are the two areas that most restricted the participation of the learners in the school. Resource availability, social support and equality were critical to facilitating the inclusion of learners at mainstream schools. Conclusions. It is recommended that a comprehensive research project be undertaken. Teacher support and training is essential for keeping the educators motivated and informed. Physical assistance to the learners should be provided in a structured and appropriate way. Physical accessibility, transport and medical information should be addressed at the institutional (school) level and is not the responsibility of the parents or caregivers of the disabled learners.