PreprintArticleVersion 1This version is not peer-reviewed
Education Physiotherapists’ Knowledge and Challenges Experienced in Implementing the Policy to Screen, Identify, Assess and Support Learners with Special Education Needs
Version 1
: Received: 4 November 2024 / Approved: 5 November 2024 / Online: 5 November 2024 (16:44:39 CET)
How to cite:
Sibuyi, M.; Mathye, D.; Mushunqane, N.; Tshabalala, M. Education Physiotherapists’ Knowledge and Challenges Experienced in Implementing the Policy to Screen, Identify, Assess and Support Learners with Special Education Needs. Preprints2024, 2024110334. https://doi.org/10.20944/preprints202411.0334.v1
Sibuyi, M.; Mathye, D.; Mushunqane, N.; Tshabalala, M. Education Physiotherapists’ Knowledge and Challenges Experienced in Implementing the Policy to Screen, Identify, Assess and Support Learners with Special Education Needs. Preprints 2024, 2024110334. https://doi.org/10.20944/preprints202411.0334.v1
Sibuyi, M.; Mathye, D.; Mushunqane, N.; Tshabalala, M. Education Physiotherapists’ Knowledge and Challenges Experienced in Implementing the Policy to Screen, Identify, Assess and Support Learners with Special Education Needs. Preprints2024, 2024110334. https://doi.org/10.20944/preprints202411.0334.v1
APA Style
Sibuyi, M., Mathye, D., Mushunqane, N., & Tshabalala, M. (2024). Education Physiotherapists’ Knowledge and Challenges Experienced in Implementing the Policy to Screen, Identify, Assess and Support Learners with Special Education Needs. Preprints. https://doi.org/10.20944/preprints202411.0334.v1
Chicago/Turabian Style
Sibuyi, M., Nombeko Mushunqane and Muziwakhe Tshabalala. 2024 "Education Physiotherapists’ Knowledge and Challenges Experienced in Implementing the Policy to Screen, Identify, Assess and Support Learners with Special Education Needs" Preprints. https://doi.org/10.20944/preprints202411.0334.v1
Abstract
Challenges persist in implementing inclusive education policies, particularly in rural provinces of South Africa. The challenges are compounded by the existing imbalance in the distribution of physiotherapists where more of them are in the health sector. Physiotherapists possess the competency to assess activity limitations and provide individualised therapeutic support to people living with physical disabilities. In addition, physiotherapists understand how the classroom and school environment can be modified to maximise participation of learners. This study explored the knowledge of education physiotherapists and challenges experienced in implementing the policy to Screen, Identify, Assess, and Support learners with physical disabilities. A qualitative, single exploratory case study design using virtual focus group discussion collected data from seven physiotherapists employed by the provincial Department of Education. Data were analysed with a six-step approach to inductive thematic data analysis on ATLAS.ti version 19 software. Three themes emerged. (1) Lack of knowledge due to insufficient training, policy misinterpretation and unclear roles and responsibilities (2) Lack of support structures with regards to the School-Based Support Teams, Circuit-Based Support Teams and District-Based Support Teams. (3) Shortage of physiotherapists’ posts in special schools. Strategies like ongoing in-service training, clarification with policy interpretation, defining roles and responsibilities of physiotherapists, improving the functioning of support structures, and offering competitive incentives to attract skilled education physiotherapists are reported essential for effective policy implementation.
Keywords
SIAS policy; Learners with Special Education Needs; Physiotherapists; Inclusive Education
Subject
Social Sciences, Education
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
