Kernbeginsels van die hantering van ontwrigtende leerdergedrag met spesifieke fokus op insluitende onderwys

English: The purpose of this study was to develop a research-based framework for positive school discipline in an inclusive educational system which can be used as a guideline in teacher training. It goes without saying that fundamental principles of inclusive education should be used to manage learner behaviour. Challenges in terms of managing learner behaviour within the reality of inclusive education were inculcated and relevant practical solutions were developed. This study, within a participative action research framework, is approached from qualitative and interpretative perspectives. The aim was not merely to grasp the . research context, but to provide shape and meaning to action research as a paradigm according to which both action (to change and improve) and research (to grasp or explain) is implemented in an integrated way. In keeping with the core principles of action research, the knowledge is applied to empower participants to make a positive contribution to the research situation. Qualitative methods of data collection were used. Most of the information was gathered from focus groups and individual interviews. A research journal was used throughout, whilst personal observation and analysis of documentation were-used to triangulate findings. The findings are presented as five articles. Article 1 contains an investigation into some of the challenges with which South African teachers are confronted when inclusive education is introduced into schools. The focus is on the impact that these challenges have on behaviour management. By means of a qualitative study specific challenges came to light, such as learner diversity and a high learner-teacher ratio, training needs and stress among teachers. In Article 2.the findings which were generated by the evaluating case study are discussed. This case study was launched to determine to what extent empirically founded principles for effective behaviour management, as found in literature, are embodied in the disciplinary programme at a school. Subsequently facets which may impact on the effectiveness of a disciplinary programme were identified. Article 3 reports on an interpretative study which investigated the role of teachers' values in the management of learner behaviour. Research shows that, in general, punishment is ineffective in bringing about positive behavioural change, yet it often remains the first choice when dealing with disciplinary issues. Values should thus play a prominent part during all training opportunities. The purpose of Article 4 is to show how the use of action research could contribute to the development of improved disciplinary strategies. An overview of the action research project in which teachers' and learners' experience of the development- . and implementation of a positive disciplinary programme is explored, is given. " In Article 5 important principles that may contribute to positive discipline in schools are provided in the form of a Framework for School Discipline. According to this framework it is important that the needs and values of role players are determined before launching into an investigation into the systemic factors that may give rise to behavioural problems. This may then be followed by reactive steps such as rewarding, or in the case of learner misconduct, disciplinary measures may be implemented.