Parent-Teacher Component Members’ perceptions of supervising the implementation of Inclusive Education for learners with physical disabilities in Special Schools as Resource Centres

Parent-Teacher Component Members’ perceptions of supervising the implementation of Inclusive Education for learners with physical disabilities in Special Schools as Resource Centres

Mapaseka Ramantsane , Pule Serero & Motalenyane Alfred Modise

Issue: Vol. 7 No.9 2026 Article 29 pp.2883 – 2901
DOI: https://doi.org/10.38159/ehass.20267929 Published online 2nd November 2026

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ABSTRACT

Supervising the implementation of Inclusive Education (IE) for Learners with Physical Disabilities (LPDs) remains a challenge in some Special Schools as Resource Centres (SSRCs) in South Africa. The study, therefore, explores the views of Parent-Teacher Component (PTC) members on supervising the implementation of IE for LPDs within two SSRCs in one district in the Free State Province, South Africa. A qualitative research approach, grounded in the interpretative paradigm and employing a phenomenological design, was used to capture the lived experiences of participants. Data were collected through semi-structured interviews, observations, and document analysis. Purposive sampling selected eight participants, two teacher representatives and two parent representatives from each SSRC, all serving as SGB members. Data were analysed using interpretative phenomenological analysis. PTC members expressed positive views about supervising the implementation of IE for LPDs, but they expressed concerns about limited training and supervision skills, which contribute to evasion. Systematic challenges such as shortage of resources and infrastructure, lack of involvement and support from their peers and parents, workloads, time limits, ambiguous roles and the ongoing effects of apartheid were also highlighted. PTC members’ evasion of supervising the implementation of IE for LPDs may be linked to perceptions of a lack of training and lack of resources to supervise IE implementation. Many PTC members lack knowledge of IE procedures, which inhibits them from performing their supervision roles. The study contributes to policy and practice by advocating for ongoing review and improvement of IE supervision strategies and pedagogies.

Keywords: Supervision, Inclusive Education, Parent-Teacher Component, Special Schools as Resource Centres

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ABOUT AUTHOR(S)

Mapaseka Ramantsane is a postgraduate researcher at the Central University of Technology (CUT), Free State Province, South Africa. Her research focuses on inclusive education, visual impairment, and the integration of ICTs in teaching and learning. Her academic interests include teacher development, assistive technology, and the promotion of curriculum access for learners with visual impairments.

Dr. Pule Serero is an academic and researcher at CUT, Free State Province, South Africa. His research interests include inclusive education, teacher development, positive discipline, learner-on-teacher violence, assistive technology, and the integration of ICTs in teaching and learning. His research focuses on promoting inclusive teaching practices, strengthening teacher professional development, and improving educational experiences for learners with diverse learning needs.

Prof. Motalenyane Alfred Modise is a Professor at CUT in the Free State Province, a former Departmental Manager and currently an Assistant Dean at CUT, Free State Province. His research interests include accounting, transformation and change, pre-service teachers’ development, pedagogical content knowledge, HIV/AIDS and education in rural areas.

TO CITE ARTICLE

Ramantsane, Mapaseka, Pule Serero, and Motalenyane Alfred Modise. “Parent-Teacher Component Members’ Perceptions of Supervising the Implementation of Inclusive Education for Learners with Physical Disabilities in Special Schools as Resource Centres.” E-Journal of Humanities, Arts and Social Sciences 7, no.9 (2026): 2883 – 2901. https://doi.org/10.38159/ehass.20267929