Partnerships that matter in educating marginalized learners with mild intellectual disabilities in South Africa

A qualitative descriptive analysis of the psycho-social-education status of children with mild intellectual disabilities (hereafter, MIDs) in historically disadvantaged and under-resourced schools in South Africa is provided drawing findings from the empirical data and recommendations from Joyce Epstein's school-family partnership framework. The South African Education White Paper 6 policy document on inclusive education brought to the forefront the role of context, the role of educators, and parental involvement in creating enabling learning environments and relevant support for MIDs in the South African schooling system. In seeking to contribute to the existing debates regarding the support of minority groups (in this case, the Black parents of children with MIDs in under-resourced South African schools, this chapter positions parents as protagonists and partners in the efforts to address the psycho-social-educational needs of children with MIDs. The chapter presents the results of a study carried out in the Gauteng province of South Africa, regarding the perceptions and beliefs of parents about their involvement and support in the education of children with MIDs in under-resourced schools.