Exploring the views of parents, early childhood development practitioners, and earner support educators on access and realisation of the right to early childhood education for children with disabilities in Ward 3, Nquthu, KwaZulu-Natal.

Abstract

Access to early childhood education (ECE) for children with disabilities continues to pose a substantial issue, notwithstanding national and international commitments made by South African government to inclusive education. This study explored the views of parents, ECD practitioners, and Learner Support Educators (LSEs) concerning access and realisation of the right to early childhood education in Ward 3, Nquthu. This study aimed to investigate the degree to which children with disabilities in Ward 3 of the Nquthu area have accessed their right to early childhood education and to identify challenges, barriers, and the role to be played by relevant stakeholders in realising this right. A qualitative research method was employed, and the purposive sample was used to select the study population. The study comprised twelve participants: five parents of children with disabilities, five ECD practitioners, and two LSEs from the Umzinyathi District, Department of Basic Education (DBE). This study found that access to early childhood education for children with disabilities in Ward 3 in the Nquthu area is limited. The main obstacles hindering these children from exercising their right to attend ECE include limited resources, untrained ECD practitioners on inclusive policies, insufficient personnel, poor infrastructure, and societal stigma and prejudice. The findings of this study align with those of previous research. Children with disabilities continue to be excluded from early childhood education because of systemic barriers. Given that this constitutes a violation of their rights, some of the recommendations made suggest that the government should consider strengthening inclusive education policies, monitoring and evaluating the implementation of these policies, and further provide funding to ECD centers to ensure accessibility, and capacitate ECD practitioners with inclusive education trainings.