Family Support for Learners with Mild Intellectual Disabilities during Transition [Konferenzbericht] Paper presented at the Annual International Conference of the Bulgarian Comparative Education Society (BCES) (21st, Sofia, Bulgaria, Jun 2023).

Autor/inn/en	Buthelezi, Nomthandazo; Maseko, Nonhlanhla
Titel	Family Support for Learners with Mild Intellectual Disabilities during Transition [Konferenzbericht] Paper presented at the Annual International Conference of the Bulgarian Comparative Education Society (BCES) (21st, Sofia, Bulgaria, Jun 2023).
Quelle	(2023), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Students; Mild Intellectual Disability; Transitional Programs; Family Programs; Social Support Groups; Student Placement; Special Classes; Mainstreaming; Barriers; Learning Motivation; Self Esteem; Communication Problems; Knowledge Level; Family School Relationship; Partnerships in Education; Educational Practices; Planning; Communication Strategies; South Africa + Suchen Sie Ihr Suchwort? Ausland; Student; Schüler; Schülerin; Studentin; Family program; Familienprogramm; Social support; Soziale Unterstützung; Schülerpraktikum; Special class; Sonderklasse; Motivation for studies; Lernmotivation; Self-esteem; Selbstaufmerksamkeit; Kommunikationsbarriere; Wissensbasis; Hochschulpartnerschaft; Bildungspraxis; Ablaufplanung; Planungsprozess; Kommunikationsstrategie; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Family support is essential for academic success and the creation of resilient learners. Support is a complex and contested terrain that is variously described based on disparate philosophical lenses through which it is viewed. It cannot be denied that learners are bound to encounter several challenges during their educational expedition that might require support. In this study the focus is on learners with mild intellectual disabilities (MID) who are firstly assessed, diagnosed then recommended placement into a special class. Subsequently, they may well be required to transition from the mainstream class to a special class. Transition tends to be a challenging time for learners in general, however, it may particularly be more challenging for learners with MID for several reasons (i.e., fear of change, attachment issues, bullying from other peers etc.). Essentially, family support becomes critical in facilitating this process since it is construed for positive transition processes. Furthermore, it increases the motivation and confidence of a learner with MID who may potentially encounter discrimination and marginalisation during transition. Notwithstanding, the numerous benefits of family support for learners with MID, a variety of challenges experienced by families in the provision of support to a learner with MID have been identified in a school located in a semi-rural part of a South African province. Such challenges include but are not limited to poor communication between families and homes, lack/limited of knowledge and lack of functional family-school partnerships. Drawing from this, the current study aims to provide possible approaches to mitigate the challenges experienced by families in providing support to learners with MID during the transition process. [For the complete Volume 21 proceedings, see ED629259.] (As Provided).
Anmerkungen	Bulgarian Comparative Education Society. Blvd Shipchenski prohod 69 A, 1574 Sofia, Bulgaria. e-mail: info@bces-conference.org; Web site: http://www.bces-conference.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01