Integration of Parents’ Narratives in Creating a Culture that Is Holistic and Supportive towards Cognitive Learning Disability

Abstract

The rationale for this anthropological paper is to present educational challenges faced by parents who are parenting children with a cognitive learning disability in rural schools of uMkhambathini. Through the qualitative research design, emic experiences were anthropologically recorded. The data collection was completed through life history and focus group interviews. Fifteen parents were purposively recruited from the community who had children with cognitive learning barriers and who attended mainstream schools. Research findings revealed that although some parents would eventually come to accept the natural being of their children, the socio-cultural and the South African education system in rural areas still need be prepared to accommodate these children. This paper has contributed a three-tier encompassing model as a solution that befits the lifespan of affected children with a cognitive learning disability and is also supportive of teachers thus caring for and supporting the educational needs of a child with a cognitive disability. This journey is filled with obstacles and a combination of emotions. Data analysis also revealed that this human rights issue excludes children from rural areas, which needs to be addressed. The theorized three-tier is contributed as a holistic consideration of learning disability culture. The solution model is also contributed as a monitoring tool which will monitor (i) the South African inclusive policy on education, (ii) the integration of parents to shape the future of their children with a cognitive learning disability; (iii) to ensure that children with a cognitive learning disability are treated and recognised as human beings who should be granted access to education without being compromised.