Abstract
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