South African Teachers’ Attitudes toward Learners with Barriers to Learning: Attention-deficit and hyperactivity disorder and little or no functional speech

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.

Keywords:

• attention-deficit and hyperactivity disorder
• barriers to learning
• little or no functional speech
• disability
• education
• inclusion
• South Africa
• teachers’ attitudes

Acknowledgements

The authors would like to express sincere appreciation to Mrs Priscilla Kershaw and Mrs Juanette Van Heerden who acted as research assistants for this study. There was no research funding for this study, and no restrictions have been imposed on free access to, or publication of the research data.