Kernbeginsels van die hantering van ontwrigtende leerdergedrag met spesifieke fokus op insluitende onderwys

[摘要] English: The purpose of this study was to develop a research-based framework for positiveschool discipline in an inclusive educational system which can be used as aguideline in teacher training. It goes without saying that fundamental principles ofinclusive education should be used to manage learner behaviour. Challenges interms of managing learner behaviour within the reality of inclusive education wereinculcated and relevant practical solutions were developed.This study, within a participative action research framework, is approached fromqualitative and interpretative perspectives. The aim was not merely to grasp the. research context, but to provide shape and meaning to action research as aparadigm according to which both action (to change and improve) and research (tograsp or explain) is implemented in an integrated way. In keeping with the coreprinciples of action research, the knowledge is applied to empower participants tomake a positive contribution to the research situation.Qualitative methods of data collection were used. Most of the information wasgathered from focus groups and individual interviews. A research journal was usedthroughout, whilst personal observation and analysis of documentation were-usedto triangulate findings.The findings are presented as five articles.Article 1 contains an investigation into some of the challenges with which SouthAfrican teachers are confronted when inclusive education is introduced intoschools. The focus is on the impact that these challenges have on behaviourmanagement. By means of a qualitative study specific challenges came to light,such as learner diversity and a high learner-teacher ratio, training needs andstress among teachers.In Article 2.the findings which were generated by the evaluating case study arediscussed. This case study was launched to determine to what extent empiricallyfounded principles for effective behaviour management, as found in literature, areembodied in the disciplinary programme at a school. Subsequently facets whichmay impact on the effectiveness of a disciplinary programme were identified.Article 3 reports on an interpretative study which investigated the role of teachers'values in the management of learner behaviour. Research shows that, in general,punishment is ineffective in bringing about positive behavioural change, yet it oftenremains the first choice when dealing with disciplinary issues. Values should thusplay a prominent part during all training opportunities.The purpose of Article 4 is to show how the use of action research could contributeto the development of improved disciplinary strategies. An overview of the actionresearch project in which teachers' and learners' experience of the development- .and implementation of a positive disciplinary programme is explored, is given. In Article 5 important principles that may contribute to positive discipline in schoolsare provided in the form of a Framework for School Discipline. According to this frameworkit is important that the needs and values of role players are determinedbefore launching into an investigation into the systemic factors that may give riseto behavioural problems. This may then be followed by reactive steps such asrewarding, or in the case of learner misconduct, disciplinary measures may beimplemented.

[发布机构] University of the Free State