The development of education for learners with diverse learning needs in the South African context: A bio-ecological systems analysis

Abstract

The Department of Basic Education (DBE [formerly DOE]) states that its goal is to minimise, remove and prevent barriers to learning and development in the educational settings by attending to the unique needs of the individual learner (DOE 2001). This can be achieved by early identification and addressing the diverse needs of learners. However, the gap between reality and this ideal of IE cannot be bridged (Engelbrecht et al. 2016). Despite the commitment of the department to take responsibility to create equal opportunities for all learners (DOE 2001) and sustain effective learning in schools, general education remains poor (Donohue & Bornman 2014), with the process of change being slow (Reddy, Juan & Meyiwa 2013). In SA, as the world over, attempts to minimise exclusion are ineffective, resulting in exclusion being more evident than ever (Kaur & Arora 2014).Twenty-four years into democracy, SA still cannot claim that all learners profit from quality education and service provision contrary to the vision of the government to correct inequalities Background: Prior to 1994, special education in South Africa was marginalised and fragmented; therefore, the new democratic government promoted inclusive education as a means to transform education in general and diverse education in particular. However, transformation in diverse education is seemingly moving forward at a snail's pace -too slow to benefit all learners experiencing barriers to learning and development.Objectives: This article serves a dual purpose: firstly, to apply a bio-ecological approach to highlight the historic development of diverse education and, secondly, to explore the interactive processes within the systemic levels in the South African education system, which affects the learner on the person dimension of the bio-ecological approach.Method: A document analysis approach was utilised to collect information by exploring a large body of research literature, which included academic articles, reports, policies and policy reviews. Data were categorised within the systems of the bio-ecological model to determine successes and challenges at each level.Results: Results from the bio-ecological systems analysis of related literature revealed not only many successes but also many challenges that inhibit change, growth and development in the South African education system, even more so for children experiencing barriers to learning. Conclusion:The transformation process of change from what was to what should be, regarding diverse education, seems to be stuck at what is and not moving forward to what could be. It has not transformed significantly enough to fill the gap between reality and the envisaged aim or dream of quality education for all.

Using a combined bio-ecological and capability perspective to understand inclusive education in South Africa

“…Bronfenbrenner's theory of human development underwent considerable change from its introduction, as the ecological systems theory in the 1970s, to the emergence of BET of human development in 2007 (Anderson et al, 2014). The theory reflects developmental and systemic dimensions (Smit et al, 2020) aimed at understanding the influence that the "forces operating in the present had on the development of an individual in the future" (Bronfenbrenner & Evans, 2000, p. 117).…”

“…According to Bronfenbrenner & Morris (2007), the process dimension captures the dual interactions that occur between the person and the context across time. The process dimension comprises proximal processes, which refer to specific interactions that occur between the individual and people, objects or symbols (Bronfenbrenner & Morris, 2007) and impacts human development, directly or indirectly (Smit et al, 2020). To facilitate development, the proximal processes must occur regularly over time and must increase in complexity.…”

Experiences of siblings to children with autism spectrum disorder

“…Bronfenbrenner’s bio–ecological theory, having emerged in 2007 ( 36 ), is aimed at understanding the developmental and systemic factors affecting the development ( 37 ), through four dimensions; process, person, context, and time. As reflected in Figure 1 ( 38 ), these dimensions influence development simultaneously, with the process dimension central to the theory.…”

Breaking barriers: assessing the efficacy of White Paper 6 implementation in KwaDedangendlale's educational landscape and the impact of the NeuroScreen Tool.

“…While the exo-system impacts education, it also links the nine provincial departments (the second layer of government) and the meso-system. Meso-systems support processes (teaching, interventions, learning, and counselling) that have developmental aspects (Bronfenbrenner & Ceci, 1994;Smit et al, 2020).…”

“…A top-down intervention will be most advantageous in making a meaningful change, as Smit et al's (2020) analysis shows that a change to one component of the educational system impacts the other elements in the system. Additionally, as teachers are essentially the ones who create change, they should be the focus of the attention.…”