MANAGING LEARNERS WITH SPECIAL EDUCATIONAL NEEDS ASSOCIATED WITH HIV/AIDS: ARE RURAL SECONDARY SCHOOLS COPING?

Abstract

The purpose of the paper is to evaluate the experiences that rural secondary schools generate in teaching learners with special educational needs associated with HIV/Aids in a mainstream schooling. The paper is both conceptual and empirical and it is positioned within the qualitative case study design. The question guiding this paper is: What are the adaptability experiences which HIV/Aids learner sufferers face when attending the mainstream schooling with other able-bodied learners? Interviewing technique and the narrative enquiry were employed to generate data from 12 research participants sourced from six public secondary schools. Out of the population of 14 public secondary schools in one of the circuits in Waterberg district in Limpopo Province, South Africa, six were conveniently sampled.  In each of the six sampled rural secondary schools, only an HIV/Aids learner and a Grade 12 Life Orientation teacher were selected as research participants. Identification and selection of a Grade 12 Life Orientation teachers who were not necessarily HIV/Aids sufferers helped in the exposure of a Grade 12 HIV/Aids learners. Altogether, there were 12 research participants comprising six HIV/Aids learners and their Grade 12 Life Orientation teachers none of whom were HIV/Aids sufferers. Social Cognitive Theory underpins the paper. Findings revealed that HIV/Aids learners do harbour a hidden self-rejection attitude. Secondly, HIV/Aids learners frequently withdraw from classroom participation. Thirdly, HIV/Aids learners do display aggressive behaviour with no provocation. Fourthly, teaching special needs learners at rural mainstream secondary schools is a double burden. Finally, under-preparation of rural secondary school teachers for learners with special educational needs associated with HIV/Aids, becomes a disastrous experience. Based on the shared findings, the researcher recommends that prior to promoting full-scale inclusive education in the form of integrating learners with special educational needs associated with HIV/Aids in the mainstream schooling, sufficient capacitation on the part of teachers is indispensable.