Factors affecting learners behaviour in Gauteng Special schools Essay

Factors affecting learners behaviour in Gauteng limited schools - Essay prototypeThe ch wholeenges of intelligent disabilities, especially in their early stages, have become a priority because of the initial intangibility of the problems. Indeed, the multifaceted and multilateral aspects of smart disabilities are not only complex by nature, but they also need socio-psychological interventions to understand and interpret. In addition, the behavioral problems of pupils with intellectual disabilities is an important issue that needs to be looked at from the wider perspective of social development. While the special schools are doing commendable work for these learners, the increasingly worsening behaviour of pupils with developmental disabilities has become a major concern. Special teaching methods to promote learning are needed, as are behaviour plans both to monitor and to assess behaviour, and to develop coping strategies for both teacher and scholarly person so that learning ca n occur. Thus, the research would focus on identifying factors that affect learners behaviour in the special schools, especially in Gauteng, South Africa. 2.Keywords severe intellectual disability, special school, inclusive schooling, support system, learning disability, social model of discussion. 3.Background Intellectual disability can be draw as a learning barrier that is characterized by limitations in various skill areas. These may include limitations in self-care, daily living, social interaction, judgment and self-direction (IHC IncPhilosophy and Policy 1996p5). Some forms of intellectual disability, i.e. severe autism, become evident in early childhood. Other forms take longer, and may manifest at school age (Notbohm, 2005, preface). In contemporary times, the judgment of disability has moved beyond the constraints of the medical terminology and has embraces a socially relevant stance, keeping the needs of the learners as the main objective in all their policies and pla ns. Terzi (2004) believes that the social model is a powerful and important reminder for people at large to face issues of inclusion vis-a-vis persons with disabilities. Inclusion of the disadvantaged population, he believes, is a fundamental as well as a moral issue. World Health Organization (2005) reports that people with disabilities are important contributors to society, and that allocating resources to their rehabilitation would be an investment. Hence, measures that support their integration into mainstream society become highly pertinent issues at heart the development agenda of nations. The inclusion of disabled students can be broadly described as efforts to increase the participation of children with disability in the school by expanding course curricula to incorporate their needs (Booth & Ainscow, 1998). Thus, inclusion ensures that students with special needs are provided with opportunities to befool education and become capable of contributing to the society as a who le. In inclusion, students with special needs are integrated into the mainstream school without much changes within the school environment (Minto, 2007 Mittler, 2000). The special schools in South Africa have shown great determination to promote education amongst children and adults with disabilities. There have been significant reforms in the education system with the National Education Policy Act of 1996 and the South