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The social adjustment of learners with special educational needs (LSEN) in an ordinary school

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dc.contributor.advisor Kok JC, Prof en
dc.contributor.advisor Els L, Mrs en
dc.contributor.author Osman FB en
dc.date.accessioned 2016-09-22T09:56:27Z
dc.date.available 2016-09-22T09:56:27Z
dc.date.created 1997 en
dc.date.submitted 1998 en
dc.identifier.uri http://hdl.handle.net/20.500.11892/66955
dc.description.abstract It is a great challenge for education authorities to provide for the education of learners with special educational needs. The major debate is whether these learners should receive their education apart from the mainstream learners or be a part of mainstream education. The argument in favour of the LSEN being part of ordinary schools stems from the fact that the world is an inclusive community. It consists of people who differ in respect of, amongst other things, race, gender, language, religious background, abilities and disabilities. This diversity must be accommodated in schools. The Gauteng School Education Act of 1995 and the South African Schools Act of 1996 have embraced this same position. These acts stipulate that no child should be discriminated against and that all learners should as far, as is reasonably practicable, be accommodated in regular schools provided that sufficient support services are available. This is also one's constitutional right. There is growing international interest in the education of the LSEN. Various attempts to describe the combinations of educational settings and/or special and specialised services which are suitable for the LSEN have been made. The Cascade of Services Model" that has been adapted from Deno (1970, in Cartwright, Cartwright and Ward, 1995:26) is gaining popularity. He clarifies that whilst more and more learners should be placed in ordinary schools, this cannot be achieved for all learners. Placement will have to be made along a continuum of needs. Partial inclusion falls within the continuum he refers to. The Gauteng Province introduced a demonstration model of partial inclusion. This research stud investigated the social adjustment of learners placed in this class. Social adjustment is seen as the cornerstone for the successful development of the emotional, cognitive, affective and vocational domains of learners. This has implications for these learners later becoming happy, productive and independent citizens. The LSEN in this study were observed and interviewed. Their educator and parents completed questionnaires and were also interviewed for a more in-depth understanding of the learners' social adjustment. The data obtained was qualitatively analysed. It was found that learners in the partial inclusion class were happy learners who had forged new and more friendships. They were generally accepted by others and were equally accepting of the other learners. Although they displayed aggressive and attention-seeking tendencies, these were regarded as normal. They were found to participate freely and fully in activities in the classroom and sometimes outside of their classroom. The learners felt better about them since joining the partial inclusion class and displayed a higher level of self-confidence than before. In brief, their social adjustment has improved. However, it could not be concluded "what" exactly helped this process. It is assumed that placing learners in an environment that allows for greater interaction of learners is one contributory factor. Also, the LSEN educator affirms the learners and employs teaching and learning strategies that provide for increased opportunities for social interaction and which increase positive peer attitudes. Despite the fact that the LSEN educator makes every effort to enhance the school lives of his learners, it has been found that he has received neither appropriate training nor support. Training of other educators and involvement of other role players in education is non-existent. The attitude of the staff to inclusion has not been given attention. Physical and human resources are inadequate and learners are left without support services. Opportunities for social interaction with the regular school community are not created and this happens by chance. It is proposed that inclusion of the LSEN in ordinary schools should not be rushed and that it should be done appropriately along a continuum of needs. Support services must be made available and basic needs of learners and educators must be met. Placing the LSEN in ordinary schools is the beginning of an opportunity and all learners should have access to this opportunity. en
dc.language English en
dc.subject Education en
dc.subject Orthopedagogics (including orthodidactics and special education) (from primary to secondary level) (including orthodidactics and special education) (from primary to secondary level) en
dc.title The social adjustment of learners with special educational needs (LSEN) in an ordinary school en
dc.type Masters degree en
dc.description.degree MEd en


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