DOI: 10.11648/j.ijeedu.20241303.12 ISSN: 2328-7640

Managers' Readiness and Strategies for Severe Intellectual Disabilities: An Exploratory Study in Gauteng, South Africa

Renier Botha, Zondani Zimba
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In South Africa, learners with severe to profound intellectual disabilities have not had access to public funded education and support, leaving them vulnerable and excluded from the services available to all school-aged children. To address this national disparity, the South African government developed a Draft Policy Framework for the Provision of Quality Education and Support for Children with Severe to Profound Intellectual Disabilities, which is now being implemented in special care centres at a national level. In Gauteng, the draft policy is being implemented at the provincial level by the Gauteng Department of Education in order to achieve the national mandate. The goal of this study was to investigate how Special Care Centre managers address the challenges of managing centres for learners with intellectual disabilities in Gauteng Province. It examines the adequacy of preparation programs for these managers and evaluates the management strategies used to overcome challenges arising from deficiencies in these programs. Using an exploratory mixed-method approach with a population of 45 centre managers in Gauteng, the study began with qualitative research through semi-structured interviews with a sample of 10 managers and proceeded to a second stage where 35 participants completed a questionnaire. Of the 45 managers, 10 did not return the questionnaire. The findings reveal that managers face various challenges due to the diverse nature of these institutions, which are established by parents of disabled children, Non-Governmental Organisations, or religious organizations. The study also highlights a lack of preparatory programs for centre managers and a significant disparity in qualifications, with three-quarters holding only a matriculation certificate or lower. To address these challenges, managers have adopted Bush’s management models, including subjective, collegial, and ambiguity models. Based on these findings, the study recommends upgrading manager qualifications and providing in-service training to enhance their skills with contemporary approaches, aiming to improve leadership and management practices in centres for children with intellectual disability.

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