An investigation into teachers’ abilities to engage parents of learners to assist their children with learning difficulties

dc.contributor.advisorTitus, Simone
dc.contributor.authorMtonjeni, Mlamli Christopher
dc.date.accessioned2021-03-25T12:44:10Z
dc.date.accessioned2024-04-17T13:14:22Z
dc.date.available2021-03-25T12:44:10Z
dc.date.available2024-04-17T13:14:22Z
dc.date.issued2020
dc.descriptionMagister Artium (Child and Family Studies) - MA(CFS)en_US
dc.description.abstractParental involvement in the process of implementing inclusive education is one of the major considerations for ensuring support, especially to learners with learning difficulties. The involvement of parents in their children’s education has been found to have a positive contribution and results in good learning outcomes. In the South African context, the Education White Paper 6 (EWP 6) and the policy on Screening, Identification, Assessment and Support (SIAS) emphasizes the importance of the role of parents in the process of implementing inclusive education. This study aimed to explore the ability of teachers to engage parents to assist their children with learning difficulties. A qualitative research method with a phenomenological research design was deemed suitable for the nature of this study with Bronfenbrenner’s bio-ecological systems theory as a theoretical lens to underpin this study.en_US
dc.identifier.urihttps://hdl.handle.net/10566/11369
dc.language.isoenen_US
dc.publisherUniversity of Western Capeen_US
dc.rights.holderUniversity of Western Capeen_US
dc.subjectLearneren_US
dc.subjectLearning difficultiesen_US
dc.subjectBarriers to learningen_US
dc.subjectInclusive educationen_US
dc.subjectParental involvementen_US
dc.subjectParental engagementen_US
dc.titleAn investigation into teachers’ abilities to engage parents of learners to assist their children with learning difficultiesen_US

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