Investigating the factors contributing to the exclusion of learners with down syndrome from public primary schools in Cape Town, South Africa.
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Date
2024
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Publisher
University of the Western Cape
Abstract
In this study, I address the problem of the exclusion of children with Down Syndrome from mainstream primary schools. I argue that despite the global interest in inclusive education and the many policies governing inclusion and inclusive practices, many learners with learning barriers are still being excluded from mainstream schools. The main question arising from this problem is: What are the factors that contribute to the exclusion of learners with Down Syndrome from mainstream primary public schools in the Western Cape? This study investigated the factors that contribute to the exclusion of Down Syndrome learners from mainstream primary public schools in the Western Cape from various perspectives. The theory that underpins this study is Bronfenbrenner’s Ecological Systems Theory, which provides a comprehensive lens to explore the intricate interplay between the various contexts (environments) that affect the child’s development. Methodologically, this study is framed within an interpretivist paradigm, drawing on a qualitative single case study design. Semi-structured interviews were used to collect data from multiple sources, namely: the principal, deputy principal, class teacher, teaching assistant, a parent with a child that has Down Syndrome and one parent of a child who was in the same class with a Down Syndrome child.
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Keywords
Down Syndrome, Inclusive Education, Exclusionary practices, Ecological Systems Theory, Qualitative case study