In this section two reasons for inadequate vocational training of learners with special education needs in the exosystem are discussed.
5.3.2.1 Lack of training of mainstream educators by the provincial Department
of Education and other institutions
A principal participant stated that principals and educators in mainstream schools are ill-
equipped to adequately provide skills to learners with special education needs to prepare them for employment.
One educator participant concurred with the above statement. She was of the opinion that a learner with an intellectual impairment would not benefit from being placed in a mainstream
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environment as mainstream educators are not skilled and equipped to manage learners with disabilities. This opinion was echoed by a further educator participant who stated:
…they (mainstream educators) say it’s taxing on them because they have a syllabus to complete. They rather put the child in the corner. They don’t have the patience to teach this child…
5.3.2.2 The negative impact of the business world on the preparation of learners
with special education needs
With regard to the challenges related to the business world that affect the preparation of learners with special needs for the workplace negatively, a principal participant mentioned that:
Employers do not want to employ people with intellectual impairments. He further stated that “employers must look beyond a learner’s disability and focus on his/her capabilities”.
An educator participant mentioned that businesses’ main concern is productivity rather than accommodating people with disabilities. This is evident in the following quotation when she stated:
… it’s how much [products] you can send out and it’s not about the child who is a person who wants to learn and make something of himself. They [employers] must be patient with our learners.
Similarly, an educator participant mentioned that employers must be tolerant of learners with special education needs.
A further educator participant mentioned a possible reason as to why businesses are reluctant to employ learners with special education needs. She stated that “the presence of heavy machinery at working sites poses a danger to learners”. In this regard a principal participant stated:
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Employers need to be convinced that our learners are not a danger to anyone and that they are reliable, responsible and honest.
5.3.3 Reasons for inadequate vocational preparation of learners with
special education needs in the macrosystem
In this section, reasons for the dissatisfaction with the vocational training of learners with special education needs are discussed.
5.3.3.1 Stigma attached to learners with special education needs
A principal participant mentioned the issue of stigma that is attached to impairment. This is evident in the following response expressed by an educator participant when she states:
…due to their intellectual impairment, many potential employers are reluctant to employ these learners.
When asked the question, “Why are employers so hesitant to employ disabled people?” The response of one of the educator participants was that “[p]erhaps the employers think that they are not capable. I think it’s also lack of knowledge…
With respect to the lack of knowledge of learners with barriers to learning by society, participants stated that the education of prospective employers as well as society in general, in terms of tolerance and acceptance of people with disabilities, is vital. Learners with barriers to learning internalize the negative view expressed by society and consequently believe that they are lesser individuals than their non-disabled peers. This affects their social interaction. This is seen in a principal participant’s response when she states:
… our learners especially the more advanced learners, they also very aware of the stigma of mental challenges and how I know this is that … um … um I know when speaking to some of our learners or when you watch them on the bus, they sit well below the windows so nobody can see that they are travelling in our bus. I know when talking to them … um … if they at the bus rank and they are associating with other people especially with females, they make as though they are attending a high school.
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According to a principal participant, the role of the principal is:
to change society’s way of thinking. Their perception that learners with special education needs are incapable of carrying out tasks and responsibilities is outdated and needs to be challenged.
5.3.3.2 Challenges related to the RSA Department of Education which affects
the preparation of learners with special education needs negatively
a) The RSA Department of Education’s challenge of removing the stigma attached to learners with special education needs
Both principal and educator participants mention that the onus is on the Education Department to provide education to the community regarding learners with special education needs. This education involves removing stigmas that exist in the community around learners with special education needs as well as creating support systems in dealing with these learners.
b) The RSA Department of Education’s challenge of providing a suitable curriculum
Two educator participants mentioned the curriculum in the implementation of inclusive education as a barrier to vocational training of learners with special education needs. According to one educator interviewee, contrary to what has been expressed in the Education White Paper 6, the current curriculum that is designed for mainstream learners, does not make provisions for learners with barriers to learning (also see section 3.5.3).
Another educator participant mentioned the rigidity of the current curriculum which is not easily adaptable to learners with special education needs. She further stated that the learning programmes in the curriculum have to be differentiated to accommodate the needs of the learner since the curriculum seems to have been designed for mainstream learners.
The adaptation of the curriculum was reiterated by a further educator participant. She mentioned that since she is the educator of senior phase learners who are ready to leave
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school, she ensures that the learners are equipped with functional literacy and numeracy skills, basic life skills, school based prevocational skills training as well as out of school prevocational skills training Therefore, according to her, the curriculum needs to be less content-based and allocate more time for skills training to adequately prepare learners with barriers to learning for employment.
The above sentiment was also mentioned by two principal participants who stated that the curriculum needs to place more emphasis on vocational training in special schools.
5.3.3.3 Challenges related to the South African government which affects the
preparation of learners with special education needs negatively
Some principal and educator participants concur that the government has very limited input in terms of learners with special education needs. In this regard, a principal participant stated:
…government needs to invest more on meeting the challenges of these learners. This includes revising policies, advocacy, funding and creating more employment opportunities.
In terms of government policies, a unanimous perception by principals and educators that the South African government policies are not adequately benefitting employment opportunities for learners with special education needs emerged. The various policies that do exist need to be enforced. The above views are voiced in the following words uttered by a principal:
… the government itself is doing very little in terms of learners with special needs. I’m saying although the constitution is saying … um … that people with disabilities must be given priority, nothing is happening in terms of policies where they are forcing or making it an obligation on … um ... especially big firms like big businesses or small businesses to employ a certain quota of learners or people with disabilities.
On the other hand, one principal participant responded with an opposite view to the above. He stated that:
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... businesses will reluctantly fulfill their quota of employing people with disabilities and once this has been achieved, employers will not employ additional people with disabilities. Other deserving people with disabilities will therefore fail to gain employment because of policies and laws that were promulgated to benefit them.
Another educator participant responded by saying that “the Employment Equity Act needs to be strictly enforced in terms of employment of the disabled”.