Working with learners with emotional and behavioural difficulties in an ordinary school : a case study of one secondary school in the Ohangwena educational region, Namibia

Abstract The majority of learners with emotional and behavioural difficulties sit in ordinary educational classrooms, undetected by their teachers. Although the new education system has provided an opportunity for all children to receive education in the least restrictive environment, the skills and training of teachers fail to address the real needs of the learners. Learners with disabilities have the right to be educated in unrestrictive and appropriate environments. The movement towards a less restrictive environment is not only a school issue, but a social one with the ultimate goal of having individuals with all types of disabilities living, working and being educated in their own communities. For this reason it is very important that the schools adjust to serve all learners. If they do not make these changes, they are doing harm to all of our children. The main purpose of this study is to achieve a better understanding of how teachers work with children with emotional and behavioural difficulties in one secondary school in the Ohangwena Educational Region of Namibia. The study followed a qualitative approach with a case study design to collect in-depth information. Data was collected by means of interviews, with an interview guide as instrument. As a result of purposeful sampling, the study consisted of four informants who were teachers from one secondary school. The results from the study indicate that the teachers who were interviewed were able to identify and work with children with emotional and behavioural difficulties, but some weakness has been detected in the link with parents and the community. With the move towards greater inclusion and the provision of instruction in the general education curriculum, there is an increased need for general education teachers to be knowledgeable about effectively educating students with emotional and behavioural difficulties. It is essential that teachers education programmes train general educators to work with the increasingly diverse populations in their classrooms (including students with varying disabilities and abilities). This will enable teachers to identify and understand the real needs, dynamics and practical problems of the learners they are working with. Collaboration between teachers, parents and communities is a key element in ensuring success for many learners with emotional and behavioural difficulties, therefore I would like to use this opportunity to suggest that schools should try all possible means to enhance good co-operation with all stakeholders