Care workers' perceptions of the programme for learners with severe to profound intellectual disabilities in Nkangala District Mpumalaga: "Nothing about us without us"

Abstract

Background:  The South African Department of Basic Education (DBE) has recently implemented a learning programme for learners with severe to profound intellectual disabilities ILSPID) in the stimulation care centres.  Outreach education teams, including multidisciplinary rehabilitation professionals and education specialists, provide LSPID learning programme training to capacitate and equip care workers in stimulation care centres (SCCs) to afford the previously marginalised children an opportunity to receive quality-funded education and rehabilitation.  A staff audit of SCCs in the Western Cape revealed that 40% of care workers were parents of children enrolled in the centres.  However, these care workers, along with others, lacked formal training in early childhood development, health, and rehabilitation, essential for providing educational support to leaarners with severe to profound intellectual disabilities, a condition prevalent in the Nkangala District of Mpumalanga Province.  In response, curriculum specialists and therapists developed a learning programme to train care workers across the country.  However, little is known about the experiences and expectations of care workers, as there has been limited research in this context.  For instance, it remains unclear whether the training introduced in 2018 adequately met their needs.  To address this gap, it would be beneficial for the DBE to collaborate with care workers by exploring their experiences and creating a platform for their input in policy formulation.  Furthermore, care workers were excluded from executive planning, which impacts the outcomes of the LSPID programme, even though they are key role players whose support is crucial for implementing DBE strategies and activities.  Consequently, care workers may be hesitant to fully engage with the learning programme and training if they feel they havwe not had an active role in shaping decisions and outcomes.

Aim of study:  To explore the perceptions of care workers in special care centres supported by the Department of Social Development in Mpumalanga Province, South Africa, about the learning meme and the training provided by the outreach education team.

Methodology:  A descriptive, explorative qualitative study was employed to explore the perceptions of 12 care workers who were purposively selected.  Data collected using semi-structured key informant interviews were thematically analysed, using inductive coding.

Findings:  The carte workers appreciated the learning programme, which they believe capacitated them to provide comprehensive intervention, stimulation, and formal education to the children in their care.  This programme also contributed to better-resourced working environments.  Despite their positive lived experiences of the changes facilitated by the LSPID learning programme to services provided over the years, the care workers feld side-lined and undermined.  The Department of BaSIC EDUCtion did not seek their collaboration in major decision-making and the training they received was not accredited.  Additionally, the care workers did not receive recognition in terms of remuneration for the extra set of responsibilities and duties that cane with the implementation of the LSPID learning programme.

Conclusion:  The LSPID learning programme is experienced as partially solving the problems that it was intended to address.  The care workers expressed a desire to receive formal accredited training towards a qualification in providing care and education to learnings with SPID and be remunerated for implementing the programme. 

Implications for practice

• The contributions of the outreach education team can potentially improve outcomes of the programme and give the care workers tools to confidently address challenges encountered in providing the LSPID learning programme.
• The care workers' views have the potential to inform the Department of Basic Education policy to cater for their needfs and those of the learners with SPID in the SCC's.