Mawoyo, Chantelle Chioniso2024-11-142024-11-142023-03Mawoyo, Chantelle Chioniso. (2023). Parental Experiences and Perceptions of their Child’s Remedial School’s Interventions and Collaborative Engagement [Master’s dissertation, University of the Witwatersrand, Johannesburg].https://hdl.handle.net/10539/42524A research report submitted in partial fulfillment of the requirements for the degree of Master in Education (Educational Psychology) to the Faculty of Commerce, Law and Management, School of Accountancy, University of the Witwatersrand, Johannesburg, 2024The study aimed to explore the experiences and perceptions of parents in South Africa in relation to the interventions that their children receive within the remedial school setting to address their specialised learning needs. Further, this research investigated the parents’ collaborative engagement with teachers and professionals within these remedial schools and explored how their experiences can be improved. This qualitative exploratory study used semi-structured interviews to collect data. Eight parents of children currently placed in remedial schools in South Africa participated in this study. The findings of the study indicate that majority of the remedial parents’ experiences differed based on whether it was a private or public remedial school. Parents in private remedial schools reported receiving more support from the teachers and other professionals in the remedial schools as opposed to public remedial schools. Sufficient resources and consistent collaborative engagement were highlighted by the parents as necessities and significant factors that directly impacted their experiences of the remedial interventions put in place to address their children’s specialized learning needs. There was a gap in collaborative engagement where parents found themselves lacking effective communication from the remedial schools due to a lack of remedial resources. There were also gaps in collaborative engagement between parents and the schools as multidimensional factors relating to parental support we not successfully met by all teachers and professionals. Lastly, COVID-19 resulted in parents having an added load of doing more remedial work with their children at home. In addition, COVID-19 made some remedial interventions difficult to be successfully carried out.en© 2024 University of the Witwatersrand, Johannesburg. All rights reserved. The copyright in this work vests in the University of the Witwatersrand, Johannesburg. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of University of the Witwatersrand, Johannesburg.Educational psychology, inclusive education, remedial intervention, special educational needs, collaborative engagementSDG-4: Quality educationDissertationUniversity of the Witwatersrand, Johannesburg