An exploration of the challenges hindering implementation of learning programmes at special care centres
The high demand for special care centres for children with severe to profound intellectual disabilities (CSPID) in the Cape Metropole, led to several special care centres (SCCs) emerging in recent years. However, implementing the learning programmes (LPs) in SCCs pose problems regarding the quality of care and the well-being of CSPID. This qualitative case study aimed to understand the challenges that hinder the implementation of LPs provided by special care centres for CSPID. Using a combination of an exploratory and descriptive design, a developmental perspective was employed to investigate this phenomenon. The study population was transversal outreach teams (educational psychologists, physiotherapists [psysio], occupational therapists [OT], speech-language therapists, and learning support educators), programme implementers, caregivers and centre managers, who form a multidisciplinary team employed at special care centres in the Cape Metropole, the study setting. Purposive sampling was used to select 31 participants. Three focus groups were conducted with three to six participants per group, involving caregivers, programme implementers and CSPID teams while individual semi-structured interviews were conducted with the managers of the selected SCCs in the Metropole. Thematic analysis was conducted to develop themes and sub- themes. Ethics approval was obtained from the Humanities and Social Sciences Research Ethics Committee at the University of the Western Cape, and permission to conduct the study was granted from the Western Cape Department of Education and the selected SCCs.
Caregivers, Children with severe to profound intellectual disability, Special care centres, Learning programme
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