The possible challenges of management and governance of schools for learners with hearing impairment because of the implementation of inclusive education in the Limpopo Province of South Africa

Abstract

This research was initiated and undertaken in 2004 as an attempt to address one of the developments in education, namely the introduction of the policy of inclusive education and training system in South Africa in general and the Limpopo in particular. The major concern of this study is the implementation of the policy of inclusion to schools for learners with a hearing impairment (SLHI) in the Limpopo Province. This policy attempts to alleviate the system of discriminating learners with a disability (LWD) by including them into one single education system. However, the paradigm shift from specialized education system to inclusive education model has possible challenges to the management and governance of SLHI because managing schools for LHI requires specific skills, expertise knowledge and training of stakeholders. .Managers and governors of SLHI do not normally have these skills. In order to fully prepare managers and governors of SLHI within the context of inclusive education, they need to be trained in all spheres of management, and to do this, training programmes are needed. The specific research problem of this study is the lack of training of stakeholders, insufficient resources, and infrastructures which impact negatively on the management and governance of SLHI within the context of inclusive education model. Many buildings and schools are not accessible to wheelchair users. Classrooms are not equipped with group system hearing aids to facilitate teaching and learning of LHI. The fact that many inclusive education programmes for the first term steps are not yet in viii visible places or explicit, in the Limpopo Province contribute to the problem of implementation of inclusive education in the Limpopo Province. An in-depth study of literature dealing with research methodology was undertaken. This was meant to determine suitable research methods for this study. Both the quantitative and qualitative research methods were used. The findings from the empirical research (interviews, spontaneous sketches questionnaires and focus group interviews) were fully substantiated by the literature review. This complied with the rule of triangulation and also enhanced reliability of this research. In view of the findings of the research, it became evident that there are definite challenges of management and governance of SLHI by the implementation of inclusive education model in SLHI in the Limpopo Province. Models to train teachers were suggested. It is hoped that if these models can be implemented in SLHI, management problems could be minimized. Training programmes for parents were suggested. These programmes are crucial because parents play the major role in school management since they are the most in stake as is required by governance. Because education is not static, further research in this field is recommended in order for stakeholders to move along with current changes and developments in education. The present researcher hopes that this study will contribute greatly to the attempt to solve the problems of educators, learners and stakeholders.