ABSTRACT
Many teachers report that one of their main concerns in the regular classroom is the child who disrupts lessons, seeks too much attention from the teacher or peers and who fails to cooperate when attempts are made to provide extra help. The teachers feel that although they may know what the child needs in terms of basic instruction it proves impossible to deliver appropriate teaching because the child is unreceptive. Some writers suggest that the inclusion of students with behavioural disorders in regular classes will continue to present the biggest challenge to teachers now and in the future (Visser 2000).
