Ouerbetrokkenheid van leerders met leergestremdhede in skole in ’n arm landelike gebied in die Wes-Kaap

Abstract

Poverty and a lack of parental involvement have a dual negative effect on the academic performance of learners with learning disabilities, and are prevalent in rural areas. While parental involvement in schools in impoverished rural communities is very low, research also indicates parental involvement is key in addressing barriers to learning and associated learning disabilities. This study sought to explore the nature and extent of parental involvement of learners with learning disabilities at schools in impoverished rural communities. The study targeted a specific impoverished rural community in the Western Cape where the combination of learning disability and a lack of parental involvement negatively affects the literacy and numeracy skills, resulting in learning outputs that are below standard. The study drew on Epstein’s theory of parental involvement. Thematic data analysis was used in employing a constant comparative method. By applying Epstein’s model, this study not only contributes to understanding the nature and dynamics of parental involvement in impoverished rural schools as well as factors contributing towards the improvement of parental involvement; it also contributes towards an understanding of Epstein by applying her model to a rural setting.