Abstract
M.Ed.
It is a great challenge for education authorities to provide for the education of learners
with special educational needs. The major debate is whether these learners should receive
their education apart from the mainstream learners or be a part of mainstream education.
The argument in favour of the LSEN being part of ordinary schools stems from the fact
that the world is an inclusive community. It consists of people who differ in respect of,
amonast other things, race, gender, language, religious background, abilities and
disabilities. This diversity must be accommodated in schools.
The Gauteng School Education Act of 1995 and the South African Schools Act of 1996
have embraced this same position. These acts stipulate that no child should be
discriminated against and that all learners should as far, as is reasonably practicable, be
accommodated in regular schools provided that sufficient support services is available.
This is also one's constitutional right.
There is growing international interest in the education of the LSEN. Various attempts to describe
the combinations of educational settings and/or special and specialised services which are suitable
for the LSEN have been made. The "Cascade of Services Model" that has been adapted from
Deno (1970, in Cartwright, Cartwright and Ward, 1995:26) is gaining popularity. He clarifies that
whilst more and more learners should be placed in ordinary schools, this cannot be achieved for all
learners. Placement \\ill have to be made along a continuum of needs. Partial inclusion falls
within the continuum he refers to.
The Gauteng Province introduced a demonstration model of partial inclusion. This research study
investigated the social adjustment of learners placed in this class. Social adjustment is seen as the
cornerstone for the successful development of the emotional, cognitive, affective and vocational
domains of learners. This has implications for these learners later becoming happy, productive and
independent citizens.