UJ research reveals critical need for stronger interventions for parents of children with severe intellectual disabilities

April 1, 2025

Media Release

ATTENTION: NEWS EDITORS & EDUCATION JOURNALISTS
Media Release
For Immediate Release
Tuesday, 01 April 2025

(UJ study on stronger home-school partnerships to unlock inclusive education in South Africa)

Imagine being a parent of a child with severe intellectual disabilities (SID), navigating a maze of educational challenges with little guidance. For many South African families, this is a daily reality. Two decades after the landmark White Paper 6 promised inclusive education, parents still feel isolated, schools remain under-resourced, and children with SID are left behind. PhD Candidate Mr Bheki Masondo and Dr Nancy Mabaso of the Faculty of Education, University of Johannesburg (UJ), researched the experiences of parents raising children with SID. Through intimate, face-to-face interviews with parents across four full-service and special needs schools, the research found that parents crave collaboration with schools but lack the tools to make it happen.

Key Findings:

Knowledge Gap: Parents have minimal understanding of home-school partnerships, which is a cornerstone of inclusive education.
Role Ambiguity: Many feel unsure about their responsibilities in supporting their child’s learning journey.
Systemic Barriers: Schools often fail to proactively engage parents, leaving families adrift.

“Parents are eager to help their children thrive, but they’re navigating in the dark,” says Mr Masondo. “Our research isn’t just about identifying gaps, but rather building bridges.”

When schools and families collaborate, children with SID gain access to tailored support, adaptive learning strategies, and a sense of belonging. Yet, as Dr Mabaso points out, “Partnerships require more than goodwill. They demand structured guidance, empathy, and a shared vision.”

Mr Masondo aims to develop parent-friendly toolkits for home-school collaboration, partner with schools to pilot mentorship programmes and advocate for policy reforms that prioritise inclusivity.

“This is a collective effort,” says Dr Mabaso. “Every stakeholder, parents, teachers, policymakers, has a role to play in rewriting the story of inclusive education.”

Mr Masondo and Dr Mabaso are available for interviews on request

Ends

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