Browsing by Author "Laker, Anna Carina"
Now showing 1 - 1 of 1
Results Per Page
Sort Options
- ItemDie selfkonsep van 'n groep adolessente leerders met liggaamlike gestremdhede(Stellenbosch : Stellenbosch University, 2001-12) Laker, Anna Carina; Engelbrecht, P.; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.ENGLISH ABSTRACT: In the present South African context, it is essential that the potential of all individuals will be developed to the full. Increase in knowledge about the selfconcept of adolescent learners, as well as the influence of physical disability may contribute to better understanding and appreciation for each individual's needs. This could facilitate the inclusion of learners with physical disabilities in mainstream education. The short-term aim of this investigation was to examine the relationship between self-concept and physical disability in an adolescent group. The relationship between self-concept and physical disability with regard to gender and age was examined. The long-term aim of this investigation is to develop an understanding for "being different", especially within the inclusive school environment. The group investigated consisted of 108 English- and Afrikaans speaking learners, with and without physical disabilities, between the ages of 12 and 16 years. They received tuition at three different schools in the Western Cape within a specific socio-economic context. Thirty-six respondents attended a school for learners with special education needs, and seventy-two respondents attended secondary - and primary mainstream schools. For the purpose of this study, the Piers Harris Children's Self-Concept Scale (PHCSCS) was used. The results indicate that physical disability has implications for self-rated popularity, as well as the degree or denial of problematic behaviour, during the adolescent phase. Physical disability has no significant effect for the following subscales of the self-concept, namely physical appearance and features, intellectual and school status, anxiety, happiness and contentment, as well as the global self-concept. It was taken into account that the respondents probably compared themselves to members of their own group within specific school settings rather than to members of a non-stigmatised group. There is no significant gender difference in the subjective experience of physical disability. On three subscales of the self-concept, namely the global self-concept, physical appearance and features, as well as popularity a statistically significant decline in the self-concept of learners with physical disabilities between the ages of 12 and 16 years, occurs.