Factors affecting learners behaviour in Gauteng Special School, SA Research Proposal

Factors affecting learners behaviour in Gauteng Special School, SA - Research Proposal Example Intellectual disability usually becomes evident during the developmental years’ (IHC Inc; Philosophy and Policy 1996: p 5). In the contemporary times, the concept of disability has moved beyond the constraints of the medical terminology and has embraced a socially relevant stance keeping their all round welfare as the main objective in all their policies and plans. Terzi (2004) believes that the social model is as a powerful and important reminder for people at large to face issues of inclusion vis-a-vis persons with disability, disadvantaged population as fundamental and moral issues. 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 to mainstream society become highly pertinent issues within the develop 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 imbibe education and become capable of contributing t the society as a whole. The integration whereas is the inclusion of students with special need within 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 the children and adults with disability. There have been significant reforms in the education system with National Education Policy Act of 1996 and the South African Schools Act of 1996.... This discussion stresses that the behavioural problem of pupils with intellectual disabilities is important issue that needs to be looked from the wider perspective of social development. While the special schools are doing commendable work for people with disability, the increasingly worsening behaviour of the pupils with developmental disabilities has become a major concern. Thus, this research would focus on identifying the factors that affect learners’ behaviour in the special schools, especially in Gauteng, South Africa. This paper declares that 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. Thus inclusion ensures that students with special needs are provided with opportunities to imbibe education and become capable of contributing t the society as a whole. The integration whereas is the inclusion of students with special need within the mainstream school without much changes within the school environment. The special schools in South Africa have shown great determination to promote education amongst the children and adults with disability. Special schools were also established to include all those children whose disabilities may hinder them from benefiting from education that they are entitled to. The special schools in Gauteng have been distinct in catering to the myriad needs of children with disability