Severe Intellectual Disability - Case Study Example

Severe Intellectual Disability 1.Introduction In recent times, there has been extensive and wide-ranging concern for issues relating to severe intellectual disability and other forms of disabilities. The concern for the inclusion of learners with disabilities into the mainstream population, through special provisions to include all-round welfare programs, has become part of developmental initiatives across the globe. Education has been seen as the most important facilitating factor that promotes equal participation in the socio-economic development of the country. Promoting the participation of people with disabilities has made a significant mark, but a lot more needs to be done in the field of intellectual disabilities like cerebral palsy, autism, dyslexia, etc. The challenges of intellectual disabilities, especially in their early stages, have become a priority because of the initial intangibility of the problems. Indeed, the multifaceted and multilateral aspects of intellectual disabilities are not only complex by nature, but they also need socio-psychological interventions to understand and interpret. In addition, the behavioral problems of pupils with intellectual disabilities is an important issue that needs to be looked at from the wider perspective of social development. While the special schools are doing commendable work for these learners, the increasingly worsening behaviour of pupils with developmental disabilities has become a major concern. Special teaching methods to promote learning are needed, as are behaviour plans both to monitor and to assess behaviour, and to develop coping strategies for both teacher and student so that learning can occur. Thus, the research would focus on identifying factors that affect learners’ behaviour in the special schools, especially in Gauteng, South Africa. 2.Keywords: severe intellectual disability, special school, inclusive education, support system, learning disability, social model of discussion. 3.Background Intellectual disability can be described as a ‘learning difficulty that is characterized by limitations in various skill areas. These may include limitations in self-care, daily living, social interaction, judgment and self-direction (IHC Inc;Philosophy and Policy 1996:p5). Some forms of intellectual disability, i.e. severe autism, become evident in early childhood. Other forms take longer, and may manifest at school age (Notbohm, 2005, preface). In contemporary times, the concept of disability has moved beyond the constraints of the medical terminology and has embraces a socially relevant stance, keeping the needs of the learners as the main objective in all their policies and plans. Terzi (2004) believes that the social model is a powerful and important reminder for people at large to face issues of inclusion vis-à-vis persons with disabilities. Inclusion of the disadvantaged population, he believes, is a fundamental as well as a moral issue. 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 into mainstream society become highly pertinent issues within the development 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 to the society as a whole. In inclusion, students with special needs are integrated into 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 children and adults with disabilities. There have been significant reforms in the education system with the National Education Policy Act of 1996 and the South African Schools Act of 1996. Gauteng province in South Africa has come to the fore because many of the dysfunctional schools showing less than a 20% pass rate were turned around through effective reforms in the educational environment (DOE, 2001). Special schools were also established to include all those children whose disabilities may hinder them from benefiting from the education that they are entitled to. The special schools in Gauteng have been distinct in catering to the myriad needs of children with disabilities, with emphasis on severe intellectual disability and other models of developmental disabilities like dyslexia, learning disability, etc. At the same time, however, it is found that the cognitive behaviour of pupils with various forms of developmental disabilities shows considerable changes when they are first introduced into the school curricula. Many scholars associate student behaviour with attentiveness in class and perseverance to pursue a learning task. Thus, inattentive students are assumed to be more disruptive and maladjusted (Elkins & Izard, 1992; Cooley & Lohnes, 1976). The need for reforms within the school objectives and classroom goals has become a critical factor for improved performance. The various paradigms of inclusive education to bring the disadvantaged population within the mainstream population need to be explored and analyzed. The evaluation and analysis of behavioral patterns of the children with special needs would go a long way in improving the outcome of the school. 4. Rationale for the study While there have been many studies that focused on improving linguistic, technical and strategic competence, there is a dearth of information and research on factors that affect learners’ behaviour in special school. The socio-rational competence is intrinsically linked to the perceived social behaviour and therefore has become a crucial issue within the broader context of special education. Thus, in order to enhance the improvements in students’ outcome, identification, evaluation and analysis of factors affecting learners’ behaviour become imperative. Indeed, it is important that their socio-relational competencies be developed to the extent that they may start contributing to the socio-economic development of the society. The research would help to identify factors that affect learners’ behaviour and thereby greatly contribute to creating a supporting environment for intellectually disabled students when they undergo transition from mainstream school to special school or vice versa. The study would also fill in the gap in the research for students of special needs and focus on environmental factors like poverty, self esteem of the students, other students’ bullying etc, which significantly influence their behaviour. 5.Problem statement The social model of disability broadly works towards the needs and requirements of the disabled population in order to provide them with the requisite infrastructure and opportunities to become socially integrated. The various developmental disabilities are significantly different and encompass a wide set of communication problems. Kwiotek (1999) asserts that disability needs to be viewed from the wider perspectives of social structure, institutions, environment and attitude. Therefore, it advocates the support system within an existing environment as the vital enabling element for disabled learners’ integration within the mainstream society. The intellectual disabilities like cerebral palsy, dyslexia and autism are not always easily identifiable in their early stage. They are therefore, often projected as behavioral problems of the students. People with intellectual disabilities are very confused because despite being aware of their surroundings, and their effect on others, they are unable to control their responses, which are inarticulate and uncoordinated. This places them in a very precarious position vis-à-vis their friends, who make them the butt of their jokes. Secondly, lack of understanding generates frustrations and depression in the disabled learner, resulting in low self esteem and violent behaviour. Indeed, the behaviour of students who might be intellectually challenged is difficult to predict, as they are mostly influenced by environmental factors. Thus, identifying those factors needs to become an essential part of special education institutions so that appropriate interventional strategies could be evolved for better student outcome vis-à-vis social integration, skill development, education, etc. Another important aspect is the support environment within and outside the school, which includes psychological and learning support, physic-occupational experts, parents, community support and other such facilitating measures which can come together for successful inclusion of a disabled child. 6. Research Question 1. What factors influence learners’ behaviour within the wider context of social integration, especially in special school? Definition of factors: environmental stressors or triggers such as: transition to a new school, new classmates--social interaction as stressor. New teachers: interaction between learners and new teachers a huge factor. Different physical setting, parents’ views on the new school and their interaction with their children, the students. The new school itself as a monumental distraction. 7. Literature review Social scientists and psychologists believe that ‘changes in human behaviour may be possible when patterns of social and organizational relationships change, or the physical environment changes’ (Duncan et al, 2007, p107) The various environmental paradigms like perceived concept of disability, lack of understanding and inadequate infrastructure become debilitating elements that adversely impact on the behavioral attitude of the student in a new transition environment. Various studies have confirmed that repetitive and ritualistic behaviour gives no indication to the child’s intelligence of lack of it (Kanner & Eisenberg, 1956; Rutter, 1978). The research needs to study the attitudes and coping skills present in teachers, parents and other support persons. Further education of these support people may be found to be necessary in order to optimize their contribution to the integration process. Many times, students who are shifted from the mainstream school to special school experience negative self concept resulting in behavioral anomalies that are difficult to recognize. Scholars believe that a new environment that is less supportive during the vertical transition adversely impacts the student’s self esteem. Thus, the student is filled with anxiety and stress, resulting in bad behaviour (Greene & Kochhar-Bryant, 2003). It is felt that Augmentative and Alternative Communication (ACC) devices are important intervention measures that help the process of inclusion. Lloyd & Kangas (1994) argues that ACC intervention can reduce the pressure on the individual for speech production, thereby reducing stress and indirectly facilitating speech. This results in better communication and helps adapt the person into the new environment with ease and a positive frame of mind. Goldman (2004) is emphatic that when schools serve as a facilitator of social-emotional learning to promote developmental processes, students are more inclined to adjust and imbibe social skills. The study would go as follows: --frequency of disruptive behaviours would be monitored over time, i.e. the first day of school, the first week, the first month, etc. --Environmental precursors of disruptive behaviours would be monitored over time, i.e. the first day, first week, first month, etc. Environmental precursors include: Transitions: from home to school, school to home, change of activity during the school day. Interaction with the teacher/interaction with peers Age differences as a factor in adjustment to new school--does a 10 year old adjust more quickly or more slowly than a 23 year old? An observer in the classroom would need a period of time to build trust and thus become “invisible.” A teaching assistant can do the data collection by means of charts and notes to document frequency and precursors (triggers) and detailed account of behaviours. Parents can participate in the study by documenting behaviours at home, which would add an important dimension to the analysis. Participants newly arriving at two selected Gauteng schools would be selected by diagnosis, i.e.: severe autism. A group of five would be selected for each school. Data analysis: statistical analysis of numerical data would show a relationship, or lack of one, between environmental triggers and disruptive behaviours. The observation notes will be integrated into the theory, providing possible solutions. Full disclosure by the researchers to the learners, their parents, teachers, school personnel and community leaders about the purpose, methods of the research and the goal of facilitating inclusion should occur. The researchers should be available through the duration of the study to all participants and when they have questions and concerns, address them. Additional reference: Notbohm, E. Ten Things Every Child with Autism Wishes You Knew. Texas: Future Horizons, 2005. Read More