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Parental experiences on the inclusion of their child with down syndrome in a mainstream school
ENGLISH SUMMARY : Down syndrome, also known as Trisomy 21, is a genetic disorder that arises because of an additional chromosome due to abnormal cell division during fertilization (Sherman, Allen, Bean, & Freeman, 2007). Research has indicated that the prevalence of Down Syndrome in South Africa, is...
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| Format: | Thesis |
| Language: | en_ZA |
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Stellenbosch : Stellenbosch University
2021
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| _version_ | 1867613994547675136 |
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| access_status_str | Open Access |
| author | Van den Eijnde, Liezel De Villiers, Liezel |
| author2 | Jacobs, Carmelita |
| author_browse | De Villiers, Liezel Jacobs, Carmelita Van den Eijnde, Liezel |
| author_facet | Jacobs, Carmelita Van den Eijnde, Liezel De Villiers, Liezel |
| author_sort | Van den Eijnde, Liezel |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | ENGLISH SUMMARY : Down syndrome, also known as Trisomy 21, is a genetic disorder that arises because of an additional chromosome due to abnormal cell division during fertilization (Sherman, Allen, Bean, & Freeman, 2007). Research has indicated that the prevalence of Down Syndrome in South Africa, is 1 in every 500 babies, and that Down Syndrome is the leading cause of intellectual impairment in children (Engelbrecht, Swart, & Eloff, 2001). Since the 1980’s, research has established that children with Down syndrome who attend a mainstream school fair better academically and socially than their peers who attend special needs schools (Buckley, Bird, Sacks, & Archer, 2006; Engelbrecht, Swart, & Eloff, 2001; Hughes, 2006). However, limited research has been done towards understanding parents motivations for seeking inclusive learning environments for their child with Down syndrome, as well as their experiences of having their child mainstreamed.
The purpose of this study was to gain a deeper understanding of parents’ experiences on the inclusion of their child with Down syndrome in a mainstream school. The study was conducted within an interpretive paradigm and followed a basic qualitative research design. Semi-structured interviews, field notes and reflective essay questions were used to collect data. The data was analysed through thematic content analysis to identify emerging themes from the data.
The findings of the study suggests that parents overall experience has been positive, however the cost of mainstreaming is expensive. Thus many parents of children with Down syndrome would not be able to mainstream their children within South Africa recommendations are made based on these findings. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/110572 |
| institution | Stellenbosch University (South Africa) |
| language | en_ZA |
| last_indexed | 2026-06-10T12:44:59.428Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2021 |
| publishDateRange | 2021 |
| publishDateSort | 2021 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/110572 Parental experiences on the inclusion of their child with down syndrome in a mainstream school Van den Eijnde, Liezel De Villiers, Liezel Jacobs, Carmelita Stellenbosch University. Faculty of Education. Educational Psychology. Children with Down syndrome -- Education Parents of children with disabilities -- Attitudes Mainstreaming in education UCTD ENGLISH SUMMARY : Down syndrome, also known as Trisomy 21, is a genetic disorder that arises because of an additional chromosome due to abnormal cell division during fertilization (Sherman, Allen, Bean, & Freeman, 2007). Research has indicated that the prevalence of Down Syndrome in South Africa, is 1 in every 500 babies, and that Down Syndrome is the leading cause of intellectual impairment in children (Engelbrecht, Swart, & Eloff, 2001). Since the 1980’s, research has established that children with Down syndrome who attend a mainstream school fair better academically and socially than their peers who attend special needs schools (Buckley, Bird, Sacks, & Archer, 2006; Engelbrecht, Swart, & Eloff, 2001; Hughes, 2006). However, limited research has been done towards understanding parents motivations for seeking inclusive learning environments for their child with Down syndrome, as well as their experiences of having their child mainstreamed. The purpose of this study was to gain a deeper understanding of parents’ experiences on the inclusion of their child with Down syndrome in a mainstream school. The study was conducted within an interpretive paradigm and followed a basic qualitative research design. Semi-structured interviews, field notes and reflective essay questions were used to collect data. The data was analysed through thematic content analysis to identify emerging themes from the data. The findings of the study suggests that parents overall experience has been positive, however the cost of mainstreaming is expensive. Thus many parents of children with Down syndrome would not be able to mainstream their children within South Africa recommendations are made based on these findings. AFRIKAANSE OPSOMMING : Down-sindroom, ook bekend as Trisomie 21, is 'n genetiese afwyking wat ontstaan as gevolg van abnormale seldeling tydens bevrugting (Sherman, Allen, Bean, & Freeman, 2007). Navorsing dui dat die voorkoms van babas wat gebore word met Down-sindroom in Suid-Afrika 1 uit elke 500 babas is, en dus word Down-sindroom as die hoofoorsaak van intellektuele gestremdheid by kinders geklassifiseer (Engelbrecht, Swart, & Eloff, 2001). Sedert die 1980’s het navorsing vasgestel dat kinders met Down-sindroom wat 'n hoofstroomskool besoek, beter vaar akademies en sosiaal as hul eweknieë wat skole met spesiale behoeftes besoek (Buckley, Bird, Sacks, & Archer, 2006; Engelbrecht, Swart en Eloff, 2001; Hughes, 2006). Daar is egter beperkte navorsing gedoen om ouers se motiverings vir hoofstroomplasing en hul ervarings daarvan te bepaal. Die doel van hierdie studie was om 'n dieper begrip te kry van ouers se ervarings oor die insluiting van hul kind met Down-sindroom in 'n hoofstroomskool. Die studie is binne 'n interpretatiewe paradigma uitgevoer en 'n basiese kwalitatiewe navorsingsontwerp was gevolg. Semi-gestruktureerde onderhoude, veldnotas en reflektiewe opstelvrae is gebruik om data in te samel. Die data is geanaliseer deur middel van tematiese inhouds analise om opkomende temas uit die data te identifiseer. Die bevindings van die studie dui daarop dat ouers se algehele ervaring positief was, maar dat die koste van hoofstroom duur is. Dus sal baie Suid-Afrikaanse ouers van kinders met Down-sindroom nie hul kinders kan hoofstroom nie; op grond van hierdie bevindings word aanbevelings gemaak. Masters 2021-06-07T14:06:21Z 2021-06-07T14:06:21Z 2021-03 Thesis http://hdl.handle.net/10019.1/110572 en_ZA Stellenbosch University x, 90 pages ; illustrations, includes annexures application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Children with Down syndrome -- Education Parents of children with disabilities -- Attitudes Mainstreaming in education UCTD Van den Eijnde, Liezel De Villiers, Liezel Parental experiences on the inclusion of their child with down syndrome in a mainstream school |
| title | Parental experiences on the inclusion of their child with down syndrome in a mainstream school |
| title_full | Parental experiences on the inclusion of their child with down syndrome in a mainstream school |
| title_fullStr | Parental experiences on the inclusion of their child with down syndrome in a mainstream school |
| title_full_unstemmed | Parental experiences on the inclusion of their child with down syndrome in a mainstream school |
| title_short | Parental experiences on the inclusion of their child with down syndrome in a mainstream school |
| title_sort | parental experiences on the inclusion of their child with down syndrome in a mainstream school |
| topic | Children with Down syndrome -- Education Parents of children with disabilities -- Attitudes Mainstreaming in education UCTD |
| url | http://hdl.handle.net/10019.1/110572 |
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