The Transition of Learners to Classes for Learners with Special Educational Needs from the Perspective of the Learners, Teachers and Parents

Autor/inn/en	Rens, Julialet; Louw, Hannelie
Titel	The Transition of Learners to Classes for Learners with Special Educational Needs from the Perspective of the Learners, Teachers and Parents
Quelle	In: South African Journal of Education, 41 (2021) 3, Artikel 1943 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Rens, Julialet) ORCID (Louw, Hannelie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Student Adjustment; Students with Disabilities; Special Education; Mainstreaming; Inclusion; Self Concept; Self Efficacy; Peer Acceptance; Friendship; Trauma; Security (Psychology); Stress Variables; Anxiety; Aggression; Preadolescents; Interpersonal Competence; Foreign Countries; Classroom Environment; South Africa + Suchen Sie Ihr Suchwort? Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Disability; Disabilities; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Inklusion; Selbstkonzept; Self-efficacy; Selbstwirksamkeit; Freundschaft; Security; Psychology; Sicherheit; Angst; Pre-adolescence; Präadoleszenz; Interpersonale Kompetenz; Ausland; Klassenklima; Unterrichtsklima; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The researchers investigate how learners with barriers to learning experience the transition to classes for learners with special educational needs. The research was conducted at a full-service school in Potchefstroom, North West province, South Africa. Interviews were conducted with current and former teachers as well as the parents of selected participants who were learners in special educational needs (LSEN) classes at the school. Focus group interviews were held with each of the groups of learners. The findings of the study could be divided into intrapersonal factors (emotional development; group pressure; self-image and self-confidence; a feeling of loss; a transition that was traumatic, filled with stress and aggression; level of security; and the inability to hold his or her own in situations) and interpersonal factors (low social skills, the loss of friends, the loss of social status and the feeling that the transition was merely a temporary measure). We concluded that, based on the social and psychological effects of the transition between LSEN- and mainstream classes, teachers and parents need to make better informed decisions about the transition of learners. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01