M.Ed. / After conducting a workshop for class assistants at my school for learners with intellectual impairments, I identified that class assistants need to develop such life skills as self-awareness, communication and problem-solving. Life skills enable one to translate knowledge, attitudes and values into action as actual abilities, but life skills are not in themselves forms of behaviour, they are abilities to behave in certain ways, given the motivation and the scope to do so within the prevailing social and cultural constraints (Van der Merwe, 1996). Currently, no program exists within the Gauteng Education system for life skills training of Class Assistants. I argue that life skills enable one to translate knowledge, attitudes and values into action as actual abilities. “However, life skills are not in themselves forms of behaviour rather they are abilities to behave in certain ways, given the motivation and the scope to do so within the prevailing social and cultural constraints” (Van der Merwe, 1996:289). During life skills training, the facilitator is able to gain a sense of self-worth by evaluating the strengths, skills and capabilities of the individual participants. Through this experience, class assistants will be able to accept and appreciate that they are individuals with different strengths and weaknesses, and that they have something to offer. As part of human resource development, education support personnel and class assistants should be provided with the appropriate training and support to participate fully in the school system (Department of Education, 1997:130). The development of people is essential to health promotion and whole-school development (Donald et al, 2002). / Mrs. H. Krige
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uj/uj:11807 |
| Date | 14 October 2008 |
| Creators | Maseko, Nonhlanhla Desiree |
| Source Sets | South African National ETD Portal |
| Detected Language | English |
| Type | Thesis |
Page generated in 0.0016 seconds