Inclusive early childhood education for neurodiverse learners in rural Eastern Cape is under-researched, especially regarding family, educator, and community roles amid resource constraints. This study explores the lived experiences of families with neurodiverse children and examines how inclusive practices can be co-constructed through collective agency within a rural context. Employing Participatory Action Research (PAR) within a transformative paradigm, the study is guided by Cultural-Historical Activity Theory (CHAT) to investigate how social, cultural, and historical factors shape family engagement with early education. Participants were purposefully selected and included all three early childhood educators at a local Early Childhood Development (ECD) centre, the Foundation Phase Head of Department at the nearby full-service school (to which the ECD centre serves as a feeder), three parents of neurodiverse learners (from five identified, with three consenting), and two community volunteers supporting the centre. Story circles provided dialogical spaces for participants to reflect on challenges and collaboratively develop contextually relevant, culturally responsive strategies. Key findings underscore the critical role of community support, the detrimental impact of limited resources on early intervention, and the influence of cultural beliefs on inclusive practices. The study highlights the potential of community-driven approaches that leverage local knowledge and relationships to enhance inclusion. This research contributes to the discourse on inclusive education by centring families and communities as active agents in shaping equitable, locally grounded practices. It advocates for stronger collaboration among stakeholders to promote the educational rights and holistic well-being of neurodiverse learners in rural settings.
Geduld et al. (Fri,) studied this question.