HELP LEARNERS TO DEVELOP CONFLICTS RESOLUTIONS SKILLS

It is the responsibility of the teacher to show learners that there are respectful and positive ways to deal with anger and other strong feelings. Learners should be

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taught basic calming techniques. Teachers should also talk about the importance of expressing feelings and put in place a coping plan for times when learners feel on the verge of losing control. Teachers should show learners constructive ways to end disagreements and must also reinforce basic concepts of sharing and compromise. They should also provide learners with specific tools and cultivate a sense of decorum and appropriate etiquette that they can use to get along with others. However, it is important to take cognisance of the fact that learners with physical and/or mental impairments are often immature for their age. Their regular peers may take advantage of them and engage them in activities that are dangerous; thus, it is very important to teach impaired learners skills that they can use to resist peer pressure and make positive personal choices (Cooley, 2007).

2.19.1 Specific teaching activities to develop skills

According to Mather and Goldstein (2008:176), effective teachers recognise the number of interventions that can be used to create a positive school climate where learners‟ social and emotional growth is enhanced, and where learners are genuinely excited and motivated about learning. The teacher should take note that learners‟ success has as much to do with the classroom environment as to do with the attitudes that learners initially bring to the environment. The teacher should also accept learners as they are; usually, teachers fail to accept learners for who they are, responding to them as if they are a homogeneous group and thereby failing to establish particular and individualised expectations of learners. Consequently, these learners begin to feel that they are not accepted. The teacher must attempt to understand each learner‟s strengths, vulnerabilities and other factors that will assist him/her to learn.

Additionally, the teacher must help learners to cope with mistakes and failure. Usually learners worry about making mistakes and appearing foolish. Most impaired learners are typically more anxious about making mistakes than their classmates and as a result, they retreat from challenging tasks. Teachers should be aware of the comments they write on learners‟ papers as it is important to

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provide positive and encouraging remarks to a learner (Mather & Goldstein, 2008:183-184). Providing opportunities for success and emphasising feelings of importance encourage the development of social skills, as well as setting up activities in which learners may practise these skills (Mariga & Phachaka, 1999:15).

2.19.2 Developing social skills among physically and/or mentally impaired learners

Quist, Nyark and Deku (n.d):141-142) state that one‟s progress in life whether at school or in later life depends upon one‟s ability to master and use social skills. Kaplan (1996, in Quist, Nyark & Deku, (n.d.):142) stress the fact that social skills should be taught and one of the goals of teaching should include the development of skills that will enable the individual to function in a school she or he attends. Social skills are critical in helping individuals with physical and/or mental impairments to navigate the complex vicissitudes of life. Research indicates that learners who get support from teachers show improvement in social skills acquisition and competence.

From their research, Quist, Nyark and Deku (n.d) remarked that there must be support for teachers in special schools in the form of incentives, in-service training and professional development which are essentially, the key factors to achieving the development of social skills in learners with physical and/or mental impairments. The above authors mention that learners should be prepared adequately to become productive members of society by equipping them with social skills.

2.19.3 Social skills training

Social skills development integration forms an interactive process of facilitating learning for learners with disabilities. When developing and designing social curricula for learners with physical and/or mental impairments, they should promote social competence, as well as social skills (Gabriel & Warren, 1993:80).

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Social skills facilitate interpersonal interaction and maintain a degree of independence in daily activities and the acquisition of these social skills by impaired learners, helps them to use these skills at the right time and the right place by showing social perception, cognition and Judgement of how to adjust one‟s behaviour to meet different situations e.g. coping with frustrations and managing conflicts, accepting correction without anger, listening to others and show interest (Ainscow, Booth and Dyson, 2006:89; Gabriel & Warren, 1993:80).

According to an article by Longdom (n.d.), the development of social skills helps learners to participate in school activities. Social skills help learners to discover their strength and interests. They should participate in extracurricular activities and organisations which help to build social skills and to make friends. Through the encouragement of the teacher, learners who are shy can learn to interact with others. Gabriel and Warren (1993:71) posit that the development of social competence is a critical component of life adjustment. Social skills should be recognised as a key component to be included in intervention programmes for learners who are physically and/or mentally impaired.