Aggressive Behaviour Among Swazi Upper Primary and Junior Secondary Students: Implications For Ongoing Educational Reforms Concerning Inclusive Education

Autor/in	Mundia, Lawrence
Titel	Aggressive Behaviour Among Swazi Upper Primary and Junior Secondary Students: Implications For Ongoing Educational Reforms Concerning Inclusive Education
Quelle	In: International Journal of Special Education, 21 (2006) 3, S.58-67 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Inclusive Schools; Aggression; Foreign Countries; School Counseling; Junior High School Students; Antisocial Behavior; Mainstreaming; Access to Education; Equal Education; Intervention; Behavior Disorders; Emotional Disturbances; Severity (of Disability); Institutional Characteristics; Student Characteristics; Punishment; Elementary School Students; Etiology; Prevention; Elementary School Teachers; Secondary School Teachers; Discipline; Classroom Techniques; Swaziland + Suchen Sie Ihr Suchwort? Inclusive school; Integrative Schule; Ausland; School counselling; Pädagogische Beratung; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Education; Access; Bildung; Zugang; Bildungszugang; Gefühlsstörung; Schweregrad; Bestrafung; Ätiologie; Prävention; Vorbeugung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Disziplin; Klassenführung
Abstract	Swaziland is planning to introduce inclusive education as part of education for all. The innovation may benefit learners with emotional and behavioural disorders (EBD). A purposive teacher sample (N = 47) was used to generate and identify behavioural problems that are prevalent in Swazi schools. Aggression was one of the many conduct disorders cited. Using a purposive sample of 300 students, the study found aggression to be indeed a problem among upper primary and junior high school students. The type of school attended was found to be correlated with aggression. Students with moderate to severe aggressive behaviours were found on all categories of learners used in the study. However a significant difference in the number of aggressive students was obtained on only two variables, the type of school students attended and the kind of guardians students lived with at home. There were more students with aggressive tendencies in government schools than other types of schools. Furthermore, aggressive students lived mainly with both biological parents. Teachers rely mainly on punishment to deal with aggressive students. The findings have implications for the ongoing educational reforms concerning inclusive education in Swaziland. Three major recommendations were made to address them. Teacher skills in handling aggressive cases need to be enhanced by both preservice and inservice courses. School counselors need to be appointed to provide suitable psychological intervention. Finally, a more detailed investigation using qualitative procedures was recommended to gain in-depth insights into the problem and its solutions. (Contains 5 tables.) (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10