The self-concept of adolescent learners with cerebral palsy in special schools in Limpopo Province

Abstract

Self-concept is a driving force, (Barongo & Nyamwange, 2013: 7) and Harter (1998: 559) pointed out that improved self-concept is an important means to enhance other desirable outcomes like, self-acceptance and academic improvement. The purpose of this study was therefore to explore the self-concept of adolescent learners with cerebral palsy in special schools in Limpopo Province, to check their level of selfconcept. The objectives of this study were to determine if cerebral palsy affects the self-concept of these learners, to measure their level of self-concept and to find out if intervention improves their self-concept. The sample was selected by means of random sampling. The Self Descriptive Questionnaire (SDQ) with nine subscales was administered to a group of participants, 65 adolescent learners with cerebral palsy, (30 males and 35 females) at the three special schools; Helena Franz, Letaba and Tšhilizini. The questionnaire was administered to the respondents twice, before and after intervention. Pre-test and post-test were done at Helena Franz Special School since it was the only high school among the three special schools catering for cerebral palsied learners in Limpopo Province. The empirical investigation revealed that the self-concept of adolescents with cerebral palsy in special schools in Limpopo Province is not negative but just leaning in the direction of the positive judgments. It further indicated that cerebral palsy affects the self-concept of the adolescent learners and that intervention has a positive impact on the self-concept of adolescent learners with cerebral palsy