Including Learners with Intellectual Disabilities: stressful for teachers?

Abstract

Since 1994 the demand to educate learners with special needs within mainstream classrooms in South Africa has continued to grow and the implementation of inclusive education is in the final process of legislation. The result has been that an increasing number of learners with disabilities, including intellectual disabilities, are being included in mainstream classrooms. International research indicates that it is especially the acceptance of learners with intellectual disabilities that seems to raise the most sensitive issues for teachers within inclusive classrooms. This research study was designed to investigate the stressors related to the specific situation of including a learner with an intellectual disability in mainstream classrooms and the subsequent stress levels of teachers in the Gauteng and Western Cape provinces of South Africa. The design and methodology of this study was a combination of quantitative and qualitative methods. Fifty-five teachers were purposefully selected to complete a questionnaire focusing on the effect of potential stressors on teachers when including a learner with an intellectual disability. In-depth structured interviews were conducted with 10 of these teachers. This project is highly significant as policies of inclusion rely on teachers' acceptance of them, belief in their worth, and ability to cope. An understanding of the conditions that are likely to cause teachers most stress during inclusion will allow for more appropriate teacher training and for more focused support to teachers in inclusive classrooms.