TEACHERS’ EXPERIENCES OF LEARNERS WITH INTELLECTUAL DISABILITIES IN PRIMARY SCHOOLS OF ESWATINI

Abstract

The study sought to explore the teachers’ experiences of learners with intellectual disabilities (IDs), collaborating with parents in mainstream primary schools in the Lubombo region in Eswatini. Using a qualitative approach, twenty-four (n= 24; females = 15; males = 9) teacher participants were sampled from 6 conveniently selected primary schools. Purposive sampling was utilized to select teacher participants with the experience of teaching learners with ID at upper primary school level. Data on collaborative aspects with parents of children with IDs were collected through focus group discussion and in-depth interviews. Thematic analysis of data indicated that teachers consider the following important facets in their collaboration with parents: Journaling; personal skills development; creation of time to do school work and provision of basic needs. The teachers reported the use of journaling in their daily communication with parents on the progress of the learners with intellectual disabilities. They also indicated the importance of personal skills development to reinforce good personal hygiene and grooming of the learners. The teachers reported a need for more cooperation
and commitment from parents to effectively assist their children in their educational activities at home. Teachers also reported that they assisted some parents by providing basic needs such as food and uniforms for the learners. These findings suggest a need to better equip parents in basic special education needs and counselling skills training to enable them to effectively assist their children in their educational activities. Furthermore, there is a need to raise awareness regarding having a child with a disability to overcome the social stigma surrounding disability in Eswatini.