Eloff, E., University of Pretoria, Engelbrecht, P. and Oswald, M., University of Stellenbosch and Swart, E., Rand Afrikaans University, South Africa
In this paper we endeavor to share the emergent design of a research project that holds the purpose of discovering, understanding and documenting the perceptions of parents of children with and without disabilities who are in inclusive classrooms in South Africa. Gaining an understanding of the perceptions of parents can enable educational psychologists to facilitate the involvement of parents in an inclusive educational system. It also contributes to developing an understanding of how parents are 'experts' about their children and how this expertise can contribute towards better collaboration between parents and schools. The research is qualitative and is both emergent and collaborative in its design and process. It enables the researchers to refine the focus of inquiry and sampling strategy as we engage in an ongoing process of data collection and analysis. The researchers wish to continuously build on collaborative relationships with the participants of the enquiry, invite reflexivity and critique and encourage negotiation beyond the descriptive level. Working within a qualitative design enables the researchers to participate in the world of the individual so as to understand and make sense of inclusive education as it is experienced and understood by parents whose children are in inclusive educational classrooms. In this paper the status quo of this research project will be shared.