An investigation of educational support for learners with behavioural difficulties in an inclusive classroom setting
Abstract
The aims of this research were to investigate, by means of both the literature review and empirical research the nature of externalizing and internalizing
behavioural problems among children and learners; to investigate ways in which educators support learners with behavioural difficulties in an inclusive classroom; to determine if educators are coping with learners who are experiencing behavioural problems in an inclusive classroom; to determine if educators know of ways in which to identify learners with behavioural difficulties; and to make suggestions on what schools can do to help children and learners experiencing behavioural problems develop their latent human potentialities. Findings from the empirical research revealed that educator participants who formed the sample population of this study reported the following as their daily experiences: the White Paper 6, which is the South African policy on Inclusive Education is not implementable because of time which is more spent on meetings, workshops and on the New Revised IUational Curriculum, overcrowded classes and educators having more than one learning areas to teach; learners who are experiencing behavioural problems are a reality in classrooms; fatigue caused by long-distances that learners have to travel coming to schools could be the etiology of learners experiencing behavioural problems; indigent family background and lack of enough parental academic education could be the etiology of learners experiencing behavioural problems; parents of learners with behavioral problems do love their children and would co-operate with educators if effectively involved in educa1:ionally supporting their children; parental involvement is important in educationally supporting learners experiencing behavioral problems; the need for educators to support both learners with behavioural problems and their parents in their practice of inclusion in classrooms; the learners of educator participants who participated in this research are experiencing the following behavioural problems in their classrooms, namely hyperactivity, conduct disorder, aggressiveness, social withdrawal, emotional disorders and temper tantrums;
behavioural problems manifested by learners have the potential to distress
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