Indiscipline among
learners with disabilities in schools has assumed alarming proportions both in
terms of frequency and severity and should be dealt with as a matter of urgency
(Burden, 2000). In order to deal with a problem effectively, it is essential to
have a clear understanding of the underlying reasons of indiscipline behind the
observed misbehavior. The time and energy needed to cope with some disruptive
learners can be physically draining and emotionally exhausting. Discipline is
one of the basic requirements for successful teaching – learning processing in
schools and is one of the subjects of concern for teachers. It is against this
background that this research was carried out to investigate the causes of
indiscipline among learners with disabilities learning in inclusive education.
Indiscipline is
exhibited by students under different forms both within and outside the school
premises (Lewis, 1991). Indiscipline ranges from minor misbehavior such as
improper dressing, punctuality and not completing homework to severe misconduct
like violence against teachers and peers, bullying, damaging property,
hooliganism, alcohol and drug abuse and immoral acts (Pane, 2010). Indiscipline
in a classroom situation is one of the most challenging part
of a teaching job. The best way to respond to learners with disabilities in a
classroom is to understand the root cause of indiscipline. (Fields & Fields
2006) argue that no amount of respect, teaching or choice will make discipline
effective unless the approach deals with the reasons why the behavior occurred.
According to John (2013) learners who come from families where parents are
divorced are also under harsh treatment and can act out as a way to deal with
fear and frustrations. Peer pressure is another contributing factor because
students who are bullied by their peers are also prone to discipline issues in
the classroom. Often children who bully others are abused at home, leading to
lash out their classmates or teachers (Jenson and Clark, 2004). Perception is
another issue, if learners feel you don’t like him, or you are not protecting
him or supportive of him, he could become a discipline problem (Freire, 2009).
Another
issue is that of students who experience successive failures in their studies
develop low self-esteem, are demoted and lose interest. Many of these learners,
because of lack of psychological support, react by adopting anti-social
behavior and they often have recourse to violence or other forms of
indiscipline. What it means is that students who lack attention also adopt a
similar stance to draw attention on them. The public premise that schools are
the preferred environment to transform productive and useful citizens of any
nation. Aybenyega (2006) retains that descent
discipline is one of the key attributes of effective schools and most schools
which experienced frequent deviant student’s behavior have been blamed on lack
of effective implementation of school rules and regulations for discipline to
reign in school.
Charles
(2002) states that many of the discipline techniques teachers have relied on
are ineffective especially those that involve demanding, bossing, scolding,
warning, belittling and punishing as these tactics can keep behavior partially
under control. Indiscipline on the other hand is any act that diverges from the
acceptable societal norms and values. It is a violation of school rules and
regulations which is capable of obstructing the smooth and orderly functioning
of the school system (Edem, 1982). An undisciplined child is an uncontrollable
child and can do any damage in school when he does not get what he wants (Asiyai, 2012) supported.
Joseph
(2002) submits that over the last two decades, the growing incidents of school
violence that includes learners with disabilities have left educators shaken
and nervous about the potential for violence in their own schools. What it
means is that learners with disabilities learning can produce detrimental side
effects such as uneasiness, fearless, avoidance, dishonestly, undesirable
attitudes towards learning, overall dislike for school and teachers,
inclination to retaliate and many the desire to leave school as soon as
possible. The circumstances lead to inhibited learning. Reporting on a study
done with principal and teachers, Joseph (2002) lists tardiness, absenteeism,
physical conflicts, drug use, gangs and physical abuse among major concerns. He
also reports that the zero tolerance have not been very effective. later reported that many tend to believe that our schools
are in crisis and this is linked to the failure of the school leaders to
resolve conflicts. He adds that learning occurs best in an orderly environment Therefore,
this study investigated the causes of indiscipline among
learners with disabilities in inclusive setting in Sanyati District in Zimbabwe
was guided by the following research questions.
Research
questions
1.
How do
teachers’ classroom management skills contribute to the development of
indiscipline among learners with disabilities learning in inclusive education
setting?
2.
To what
extent does the teacher’s attitude towards children with disabilities
contribute to indiscipline among learners with disabilities learning in an
inclusive education setting?
3.
To what
extent does teacher’s preparation contribute to indiscipline among learners
with disabilities learning in an inclusive setting?
METHODOLOGY
A survey approach was used to collect
information on the causes of indiscipline among learners with disabilities in
inclusive setting in Sanyati District in Zimbabwe. Creswell (2012) survey methods are very effective in collecting
information a
selected attribute from a sample of respondent drawn from a target population
through the use of questions. Survey method has the advantage that the findings
can be generalised to the target population (Creswell 2009). Thus in this
research findings obtained represent the general causes of indiscipline among
learners with disabilities in inclusive setting in Sanyati District in
Zimbabwe.
The research instruments
The research used questionnaires to elicit
information from teachers on the causes of indiscipline among learners with
disabilities in inclusive setting in Sanyati District in Zimbabwe.
Sample and Sampling procedures
The sample of the study was comprised of 30
teachers (15 males and 15 females). This sample constituted 25 % (Creswell,
2012) of teachers teaching learners with disabilities in Sanyati district in
Zimbabwe. The research used a stratified
random sampling. The respondents were selected by separating the population
into non-overlapping groups of similar characteristics called strata and then
selecting a sample from each stratum (Creswell, 2012). The study used
stratified sampling techniques because the study population was heterogeneous
and organised in isolated (strata).
Pilot testing
An equivalent of 15% of similar subjects from
each similar stratum from another district in Zimbabwe was used to test the
content validity and reliability of the research instruments. The pilot
participants were selected using convenient sampling method from a similar
population from a neighboring town to avoid sharing of information.
Data collection procedures
Permission for teachers
to take part in the study on the causes of indiscipline among learners with
disabilities in inclusive setting in Sanyati District in Zimbabwe. was sought from the Zimbabwean Ministry of Primary and
Secondary Education. With the information on the location of selected teachers
in Sanyati district in Zimbabwe the researcher made appointments with heads of
schools to visit their schools for data collection. Data was collected over a
period of five days.
Data presentation and analysis
The research used quantitative methods of
data presentation and analysis (Creswell, 2009). Tables
graphs and chats were used in data presentation because they are easily read
and understood (Cohen, Manion & Morrison, 2001). Raw scores were converted
into percentages to explain the information
Ethical
Considerations
This study was guided by principles that
provide a generalised framework of how the research must be conducted. The study addressed the following ethical
considerations:
(a)
Informed
Consent and Voluntary Participation
Respondents
who were teachers teaching in regular classes of Sanyati district in Zimbabwe were
given all relevant information about the risks or harm that could arise if they
participate in the research. They then choose to participate or not to
participate in the study (Makore- Rukuni, 2004). They were also allowed to pull
out of the research at any point should they wish to without any penalties.
(b) Protection from Harm
The
research made sure that respondents were not being exposed to any undue
physical harm or psychological harm. The researchers tried to be honest,
respectful and sympathetic towards all participants and if by any chance
participants required debriefing after an interview the researchers provided
this and made referral whenever possible (Cohen, Manion
& Morrison, 2001).
(c)
Confidentiality
and Privacy
The researchers promised to protect the
anonymity of the research participants and the confidentiality of their
disclosures by consent to the release of personal information. Respondents’
information and responses shared during the study was kept private to protect
identities of participants (Creswell, 2009).
RESULTS
Results from teachers on the causes of
indiscipline among learners with disabilities in inclusive setting in Sanyati in
Zimbabwe were presented using the following questions on the research
instruments on the causes of indiscipline among learners with disabilities in
inclusive setting
Research question 1: How do teachers’
classroom management skills contribute to the development of indiscipline among
learners with disabilities learning in inclusive education setting?
Respondents who were teachers teaching
learners with disabilities in inclusive education setting in Sanyati district
in Zimbabwe were asked on whether teachers’ classroom management skills
contribute to the development of indiscipline among learners with disabilities
learning in inclusive education setting. Their responses are shown in figure 1.
The pie chart above
indicates that majority of respondents agree by (40%) and those who strongly
agree have the same percentage (40%). Those who are not sure are (16%) while
only (3.3%) strongly disagree meaning the (3.3%) had the lowest number of
participants. Elaborating on this finding a key informant has this to say: That
the (40%) has the highest number of percentage as compared to the rest of the
participants. It means majority of teachers saw the problem of teaching without
proper preparation as it promotes the development of indiscipline among
learners with disabilities.
DISCUSSION
Discussion of this study results the causes of
indiscipline among learners with disabilities in inclusive setting in Sanyati District
in Zimbabwe is presented following the study research questions.
Teachers’
classroom management skills and development of indiscipline among learners with
disabilities learning in inclusive education setting
Results from this
study shows that poor teacher classroom management skills contribute to
development of indiscipline among learners with disabilities learning in
inclusive education setting in Sanyati District in Zimbabwe. Learners with
disabilities tend to misbehave when learning in poorly managed classes.
Baker
(2005) observes that improved teacher training in classroom management is a
critical part in improving discipline among learners. Factors contributing to effective classroom
management include: teaching methodology, lesson planning and preparation,
interpersonal relationships and student motivation (Gaston, Lee & MacArthur
2010). Paine et al (1983) observed that structuring a classroom so that it
supports positive student behavior requires prior planning. The structure of
the classroom environment should decrease the likelihood of inappropriate
student behavior and increases desirable student interactions and consequently
improves academic performance A good classroom
environment would enable learners to study in a way that is interesting,
enjoyable and purposeful. Among models to restructure a good classroom
environment include: use of a variety of teaching methods and involving
students to numerous learning activities, physical class arrangement that
allows a teacher to access students, efficient use of class time and ensuring
that students interact positively during cooperative learning activities (Emmer
& Stough,2001). V 'Kerr and Nelson (2002) assert that the use of rules is a
“powerful, preventive component of classroom organization and management
plans.” Rules are aimed at establishing the expected behaviors, what to be
reinforced and the consequences for inappropriate behavior. Thus emphasis of
effective class discipline helps to cut down on discipline problems and leave
the classroom with fewer interruptions and disruptions. Wong (2007) believes
that student performance is influenced by how well the procedures are laid out
and taught to them.
To instill
class discipline, teachers should introduce class rules early enough when the
year is beginning and make sure they are understood by all. The teacher should
be fair and impartial across all the students. In case of disruption within a
lesson, the teacher should deal with the interruption with as little
distraction as possible. Teachers should consider over planning as a recipe to
avoid giving students free-time within the lesson. The teacher should be
consistent in that they cannot afford to ignore negative behavior. Collins (2007) advocates for “cooperative discipline” where the
teacher and students work together to make decisions. To him teachers
should come up with a code of conduct that shows how students should behave and
not how they should not behave. This instills discipline in a child as they
know what is expected of them. Glenn (2003) emphasized the need for teachers to
hold class meetings severally. Class meetings encourage respect among teacher
and students. According to Barbara and Coloroso
(2006) theory of Inner self control, students should be given an opportunity to
develop their self-control and that classrooms are the ideal places for this
opportunities. Thus class discipline can be identified through the use of
lesson plans, learning activities, a code of conduct (rules and routines),
communicating to parents and through group works (Collins 2007). Consequently,
there are strategies that promote good use of routines such as: praising,
giving a token and signing behavior contracts with students with behavior
problems (Emmer & Stough 2001).
Teacher’s
attitude towards children with disabilities and development of indiscipline
among learners with disabilities learning in an inclusive education setting
Based on the second objective the findings from
this study the respondents revealed that causes of indiscipline among learners
with disabilities learning in inclusive education setting in Sanyati District
in Zimbabwe is largely caused by negative attitudes of teachers towards
learners with disabilities. Teacher’s attitude does impact on the learners behaviour because they ignore learner’s problems
which grounded to indiscipline. Additional, some participants noted that
teachers were observed not to be strict in maintaining discipline among
learners with disabilities leading to misbehaving.
According
to Davies (2003), inclusion is endorsed as a principle by many teachers but
there are concerns about the practicalities. Concerns regarding practicalities
often relate to particular types of needs and represent a rejection of the
principles of inclusion per se. Teachers’ attitudes and values are crucial to
the success of inclusion in mainstream school. Teacher training should not be
solely information-based but should have regard to the importance of values and
attitudes and provide opportunities for trainees to work with children with
disabilities, (Armstrong, 2005).
According to Bwire (2010)
inclusion largely depends on teachers’ attitudes towards pupils with special
needs, on other view on differences in classroom and their willingness to deal
with differences effectively. Generally, the attitude of teachers has been put
forward as a decisive factor in making schools more inclusive. If class
teachers do not accept the education of all pupils as an integral part of their
job, they will try to ensure that someone else (often the specialist teacher)
takes responsibility for pupils with disabilities and will organize covert
segregation in the school (for example, the special class). It can be argued
that in order to guarantee a minimum of positive teacher’s attitude, the
teacher has to accept having children with special needs in their classes and
be prepared to work with other professionals (Bwire,
2010). Teachers who are committed to
inclusion often refer to pupils with severe educational needs as positive
assets to the classroom rather than problems to overcome.
Teacher’s
lesson preparation and indiscipline among learners with disabilities learning
in an inclusive setting
Findings revealed that inadequate lesson preparation
from teachers sometimes perpetuate indiscipline among learners with disabilities.
Respondents observed that if learners are pre-occupied with setting up displays
and materials distributed to them thus leads to no indiscipline behaviour to
emanate. Additionally, educators who do not play a significant role on the
management of school discipline tend to experience a number of disciplinary
problems. Lack of proper preparation confuse the whole
learning system caused by failing to prepare for good learning progress.
According
to a research conducted by Hyman (1997), researchers are of the view that
teachers sometimes perpetuate indiscipline by their approach. Agreeing with
this Fields and Fields (2006) adds that adequate teaching, punitive school
climates and inadequate principals also lead to problems behaviors. Educators
play a significant role in the management of school discipline. Educators who
do not actively involve learners in classroom may experience disciplinary
problems. The involvement of learners in matters pertaining to their education
reduces behavioral problems. Learners who are actively engaged and interested
in classroom activities stay on the task at a higher level than learners less
interested and involved, (Smith & Laslett, 1993). Smith and Laslett,
(1993) underlined the role of teacher as an educator who involves his or her
learners in class, treats them as people who are capable of thinking for
themselves, and do not them as objects to be cajoled and shaped into manageable
underlings who need to climb on board the educator’s behavior track experience
less disciplinary problems. If teachers pre-occupied with setting up displays,
distributing materials or searching for equipment then there are ample
opportunities for idling chatter and other unproductive activities (Fields
& Fields, 2006).
The role
of “teachers as disciplinarian” has shifted towards one with a focus on
positive educational and behavioral development. Teacher exert a large
influence on how children development. Teachers exert a large influence on how
children develop their moral code (Sternberg, 2013), and consequently societal
expectations are placed upon teachers to inculcate appropriate attitudinal and
behavioral outcome teachers’ practice is “motivated by the best interest of the
pupil’s students entrusted to their care…… (and is shown) through positive influence
professional judgment and empathy,” (Teaching council, 2012). Attempts to
foster desirable behaviors should begin early and be implemented across all
environments to which children are exposed, particularly the school.
Effective
classroom management consist of various interrelated
components. Specifically, effective classroom management is practice rather
than reactive; it is decisive and focuses on the elimination or reduction of student’s
misbehavior (Emmer & Stough, 2001). Additionally,
effective classroom management involves the promotion of student engagement,
and the maintenance of a positive and productive learning environment (Brophy,
1988). Effective classroom management involves the successful structuring of
activities and transitions between them (Barbetta, Norona & Bicard, 2005). The
literature clearly shows that teacher s preparedness reduces the opportunities
for disruption (McIntosh, Herman, Sanford, McGraw & Florence, 2004). The
smooth transition from one classroom activity to another largely stems from
teacher forethought and planning, and from the use of plain instructions (Barbetta, 2005). It is long been argued that children
benefit from provision of clear, concise teacher instructions (Darch, Kame’enui & Crichlow, 2003). Conversely, unclear or complex commands
pose difficulty in terms of compliance and offer opportunity for classroom
disruption (Fisher, Adelinis, Thompson, Worsedell & Zarcone, 1998).
RECOMMENDATIONS AND
CONCLUSIONS
Based on the complex nature of the interaction between aspects such as
inclusion, disability, and indiscipline public policy, several recommendations
can be made for populations with similar characteristics as the one covered by
this study. This study recommends the need for further research on inclusion,
disability and indiscipline. Discourse analysis that investigates the
relationship between inclusion and indiscipline of learners with disabilities learning
in inclusive education setting could lead to improved implementation of
inclusion. The findings of such studies could guide the development of
inclusive policies that encourage community participation of non-dominant
cultures such as people with disabilities in designing community activities
that enhance their personal development.
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