Addressing cerebral palsy through inclusive citizenship education in Bojanala District, North West Province

Abstract

The aim of this study was to explore whether inclusive citizenship education could address the needs of families with members living with cerebral palsy in the rural parts of the Bojanala District in the North West Province. Cerebral palsy comprises a heterogeneous group of conditions that involve permanent non-progressive central motor dysfunction. These conditions affect muscle tone, posture and movement. People living with disabilities such as cerebral palsy in South Africa are usually faced with attitudinal challenges, such as prejudice, stereotyping and discrimination, which lead to the exclusion and isolation of those affected by the disability. The research followed a qualitative approach with three methods being used to collect data, namely a literature review, document analysis and in-depth interviews. Semi-structured interviews were conducted with nine biological parents and two caregivers who were members of the extended families of children with cerebral palsy, as well as six community members who had some affiliation with the families of the children with cerebral palsy. The initial plan was to have two parents or caregivers per household, but unfortunately, one family had only one participant instead of the anticipated two. The participants were selected purposefully, as they possessed rich information on and experience and understanding of the phenomenon of cerebral palsy. The data gathered were analysed through thematic analysis, which led to five themes and 17 sub-themes emerging. The five themes were knowledge about cerebral palsy, the impact of cerebral palsy on families, resources for families with members living with cerebral palsy, psychosocial experiences and support, and possible interventions. The theoretical framework that grounded this study was Bronfenbrenner’s bio-ecological systems theory. The researcher discovered that the families of children with cerebral palsy and close community members did not have proper knowledge of cerebral palsy and its impact on the lives of those who must contend with it. However, she believes that inclusive citizenship education can address the needs of the families of children with cerebral palsy in the rural parts of the Bojanala District in North West. The various role players can be educated about the concept of cerebral palsy, its causes and how it affects those who have to contend with it. The researcher strongly believes that with knowledge comes understanding, empathy, support and, ultimately, inclusion.