This study examines stresses experienced by primary school learners with learning
problems in inclusive classrooms in an Independent School. Literature suggests that
learners with learning problems experience more academic, emotional and social
difficulties at school than do their peers without learning problems. The Transactional
Model of stress was used as a point of departure for the qualitative empirical study to
understand stress as it is experienced by three Grade 4 learners. Several school
stresses were identified which contributed to unmet emotional and social needs. The
three central sources of stress were classified as S1 (Inability to meet
perceived/anticipated demand), S2 (Overload – too much expected) and S3 (Selfexpectations
not met). The learners’ own suggestions regarding the relief of these
stresses were examined and contributed to guidelines to assist teachers in relieving
these stresses experienced by learners with learning problems in the inclusive
classroom. / Psychology of Education / M. Ed. (Guidance and Counselling)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/5619 |
| Date | 11 1900 |
| Creators | Kirchner, Valerie Ann |
| Contributors | Krüger, Deirdré |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | 1 online resource (xiv, 140, [58] leaves) : ill., 1 online resource (xiv, 140, [58] leaves), ill. |
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