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Barriers to family-school partnerships: exploring challenges in LSEN schools

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dc.contributor.advisor Prof. T. C. Bisschoff Prof. B.R.Grobler Ms. J.V. Fourie en
dc.contributor.author Lombard, Annemarie
dc.date.accessioned 2009-03-31T09:24:37Z
dc.date.available 2009-03-31T09:24:37Z
dc.date.issued 2009-03-31T09:24:37Z
dc.date.submitted 2007-06
dc.identifier.uri http://hdl.handle.net/10210/2355
dc.description M.Ed. en
dc.description.abstract The implementation of Education White Paper 6 (2001) has put renewed emphasis on the role and the rights of families with children with barriers to learning. This policy has changed the role of the family greatly from being traditionally only involved in activities such as fundraising and homework, to that of participating in curriculum changes, learning support provisioning and services. Family involvement in the education of a child with barriers to learning, has significant and wide-ranging effects and family-school partnerships are the most valuable external relationships that any LSEN school should develop. As the principal of a LSEN school, the researcher experienced a lack of involvement by many families. This became a concern, as the learners referred to a LSEN school, are all at risk. This study explored the perceptions of the families regarding their involvement in the education of their child in a LSEN school, as well as what they perceive as possible barriers to family-school partnerships. The focus was on the microinvolvement of the family with the individual child, with specific reference to the role of the family in the multidisciplinary team at the school. The researcher conducted three focus group interviews with families at three similar LSEN schools in Gauteng. The interviews were semi-structured and all data collected were recorded and transcribed. The three units of data were analysed, organised into meaningful themes and coded. Patterns emerged, which was clustered into sub-categories and categories. Interpretations were made which led to the research conclusions. The findings of the study identified two main categories: barriers relating to the family and barriers relating to the LSEN school: Barriers relating to the family iv referred to emotional barriers, socio-economic challenges and the view that families have on LSEN schools and the support and services they think these schools should offer. Barriers relating to the school referred to the lack of avenues for family involvement, inadequate family empowerment, with specific reference to the rights of families in the education of their child with barriers to learning, insufficient interaction amongst families in the school and poor communication which lead to misconceptions and marginalizing of families. en
dc.language.iso en en
dc.subject Parent-teacher relationships en
dc.subject Home and school en
dc.subject Special education en
dc.title Barriers to family-school partnerships: exploring challenges in LSEN schools en
dc.type Mini-Dissertation en

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