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Submission information
Submission Number: 257
Submission ID: 1456
Submission UUID: 2ce9cf0c-349f-45d0-9d8c-2b756c647ebd
Submission URI: /2025/abstracts
Created: Mon, 07/07/2025 - 07:56
Completed: Mon, 07/07/2025 - 10:28
Changed: Mon, 07/07/2025 - 10:28
Remote IP address: 41.144.98.126
Submitted by: Anonymous
Language: English
Is draft: No
Current page: Complete
Webform: Abstract
| Title | Mr. |
|---|---|
| Lastname | Mthombeni |
| Firstname | Siphamandla thiwe |
| sphuuu90@gmail.com | |
| Mobile | 0745066146 |
| Institution | Department of social development. |
| Biosketch | Siphamandla Thiwe Mthombeni is a dedicated Social Worker with eight years’ experience supporting vulnerable individuals, families, and communities in Nquthu KZN. He holds a Social Work degree from the University of KwaZulu-Natal and has been registered with SACSSP for eight years. His work focuses on community resilience, social justice, and inclusive policies. His notable research explores access to early childhood education for children with disabilities in Nquthu, KwaZulu-Natal, highlighting systemic barriers and offering policy recommendations. Committed to promoting human rights, empowerment, and reduced inequalities, Mthombeni’s advocacy and scholarship position him as a vital force for social change and developmental social work. |
| Is there a Second Presenter? | Yes |
| Title | Mr. |
| Lastname | Mtshali |
| Firstname | Mthandeni |
| Mthandeni.Mtshali@kzndsd.gov.za | |
| Mobile | 0716740290 |
| Institution | Department of Social Development |
| Biosketch | Mthandeni Mtshali is a dedicated social worker with over 12 years of experience assisting vulnerable individuals, families, and communities in Nquthu area of KwaZulu-Natal. He possesses a social work degree from the University of Zululand and is a registered member of SACSSP. His focus encompasses social and community development, social justice, and the empowerment of marginalized groups through enhanced access to essential social welfare services and strengthening of family systems. His research concentrates on inclusive education, children with disabilities, and the eradication of systemic barriers |
| Is there a Third Presenter? | No |
| Title of Presentatation | Exploring The Views Of Parents, Early Childhood Development Practitioners, And Learner Support Educators On Access And Realisation of The Right To Early Childhood Education For Children With Disabilities In Ward 3, Nquthu, Kwa-Zulu Natal. |
| Theme Selection | THEME 2: Social Work and the Achievement of Sustainable Development Goals (SDGs) |
| Subtheme TWO Selection | SUB 2.3 Work with special and vulnerable populations (children, families, women, older persons, LGBTQIA+ etc). |
| Select your Presentation Type | Oral Presentation |
| Abstract | Access to Early Childhood Education (ECE) for children with disabilities continues to pose a substantial issue, notwithstanding national and international commitments made by South African government to inclusive education. This study explored the views of parents of children with disabilities, ECD practitioners, and Learner Support Educators (LSEs) concerning access and realisation of the right to early childhood education in Ward 3, Nquthu. This study aimed to investigate the degree to which children with disabilities in Ward 3 of the Nquthu area have accessed their right to early childhood education and to identify challenges, barriers, and the role to be played by relevant stakeholders in realising this right. A qualitative research method was utilised, and the purposive sample was used to select the study population. The study comprised twelve participants: five parents of children with disabilities, five ECD practitioners, and two LSEs from the Umzinyathi District, Department of Basic Education (DBE). This study found that access to early childhood education for children with disabilities in Ward 3 in the Nquthu area is limited. The main obstacles hindering these children from exercising their right to attend ECE comprise limited resources, untrained ECD practitioners on inclusive policies, insufficient personnel, poor infrastructure, and societal stigma and prejudice. The findings of this study align with those of previous research. Children with disabilities continue to be excluded from early education because of systemic barriers. Given that this constitutes a violation of their rights, some of the recommendations made suggest that the government should consider strengthening inclusive education policies, monitoring and evaluating the implementation of these policies, and further provide funding to ECD centers to ensure accessibility, and capacitate ECD practitioners with inclusive education training. The Department of Social Development should lead awareness campaigns and programmes aimed at eradicating stigma and prejudice attached to children with disabilities. |
| Title | |
| Firstname | |
| Lastname | |
| Does the Abstract fit the selected Theme? | |
| What Area does this Abstract Focus on? | |
| Status | Pending Review |
| Title | |
| Firstname | |
| Lastname | |
| Does the Abstract fit the selected Theme? | |
| What Area does this Abstract Focus on? | |
| Status | Pending Review |