South African Teachers' Attitudes toward Learners with Barriers to Learning: Attention-Deficit and Hyperactivity Disorder and Little or No Functional Speech

Autor/inn/en	Bornman, Juan; Donohue, Dana K.
Titel	South African Teachers' Attitudes toward Learners with Barriers to Learning: Attention-Deficit and Hyperactivity Disorder and Little or No Functional Speech
Quelle	In: International Journal of Disability, Development and Education, 60 (2013) 2, S.85-104 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2013.786554
Schlagwörter	Foreign Countries; Attitudes toward Disabilities; Teacher Attitudes; Barriers; Attention Deficit Hyperactivity Disorder; Speech Impairments; Inclusion; Elementary Schools; Questionnaires; Vignettes; Teacher Education; Familiarity; Self Efficacy; Coping; Interaction; Interpersonal Communication; Academic Ability; Teacher Student Relationship; Regression (Statistics); South Africa + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Inklusion; Elementary school; Grundschule; Volksschule; Fragebogen; Lehrerausbildung; Lehrerbildung; Self-efficacy; Selbstwirksamkeit; Bewältigung; Interaktion; Interpersonale Kommunikation; Teacher student relationships; Lehrer-Schüler-Beziehung; Regression; Regressionsanalyse; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This study examined teachers' attitudes toward learners with two types of barriers to learning: a learner with attention-deficit and hyperactivity disorder (ADHD), and a learner with little or no functional speech (LNFS). The results indicated that although teachers reported that the learner with ADHD would be more disruptive in class and have a more negative effect on the classroom climate, they overwhelmingly favoured including this learner over the learner with LNFS. The data indicated that teachers were concerned about the ability of the learner with LNFS to participate academically and socially in the classroom. They also were significantly more concerned about their own ability to cope with the learner with LNFS. The article concludes with the need for ongoing inclusive education training for all teachers in South Africa if successful inclusive education is to become a reality. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10