Abstract
M.Ed. (Educational Psychology)
Increasing violence in South African schools is having ramifications. Newspapers report incidents of aggression in schools on an almost weekly basis. The educational environment in schools is deteriorating in this climate of violence. Incidents of violence in schools are but a part of a ripple effect caused by aggression in the broader community. Road rage, violence against women and children, racial conflict, as well as farm attacks are only a few examples of violence that occurs within the communities. Children who are raised in environments where such incidents are commonplace, view aggression as
acceptable practice when solving problems. Although incidents of aggression at schools do receive attention, learners who attend schools catering for learners with special educational needs have been largely neglected in this regard. Education White Paper 6 of 2001 aims to implement inclusive education however, research has shown that learners
with disabilities are frequently victimized by their peers. It is therefore vital that careful consideration be given to such learners, many of whom will be included in main stream schools where incidents of aggressive behaviour is commonplace. Learners with cerebral palsy form a small percentage of the learners who are accommodated in schools for learners with special educational needs. Aside from the fact thatthese learners are physically disabled, theyface many other barriers when trying to reach their full potential. The leamers' physical disabilities meanthat they often feel frustrated and excluded. Such feelings may be expressed through aggression. Other realities of life, such as dependence on their parents, can result in aggressive behaviour by the child with cerebral palsy. At the same time, the adolescent with cerebral palsy is also experiencing the normal changes and challenges that occur with and result from adolescence. The aim of this study is therefore to explore and describe how older adolescent boys with cerebral palsy experience aggression. The participants were between sixteen and eighteen years of age, mainly Grade 10 and 11 learners.