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International Journal of Disability, Development and Education Volume 60, 2013 - Issue 2
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Articles

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

Juan Bornman Centre for Augmentative and Alternative Communication, University of Pretoria, Pretoria, South AfricaCorrespondence[email protected]
&
Dana K. Donohue Centre for Augmentative and Alternative Communication, University of Pretoria, Pretoria, South Africa
Pages 85-104 | Published online: 23 May 2013

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Wangqian Fu, Xiaohan He, Ying Sun, Chonggao Wang, Jingyi Wang & Yuhan Dong. (2023) The relationship between school climate and general teachers’ attitude toward inclusion in China: the mediation effect of teachers’ efficacy. International Journal of Developmental Disabilities 69:4, pages 602-610.
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Jane Kelly, Judith Mckenzie, Brian Watermeyer, Richard Vergunst, Amani Karisa & Chantal Samuels. (2022) ‘We Need to Go Back to Our Schools, and We Need to Make that Change We Wish to See’: Empowering Teachers for Disability Inclusion. International Journal of Disability, Development and Education 0:0, pages 1-17.
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Timo Saloviita. (2022) Teachers’ Changing Attitudes and Preferences around Inclusive Education. International Journal of Disability, Development and Education 69:6, pages 1841-1858.
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Elizabeth Walton & Petra Engelbrecht. (2022) Inclusive education in South Africa: path dependencies and emergences. International Journal of Inclusive Education 0:0, pages 1-19.
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Anel McDowell & Juan Bornman. (2022) Using key-word signing to support learners in South African schools: a study of teachers’ perceptions. Augmentative and Alternative Communication 38:2, pages 106-122.
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Susheel Joginder Singh, Zhi Zhi Diong & Rahayu Mustaffa Kamal. (2020) Malaysian teachers’ experience using augmentative and alternative communication with students. Augmentative and Alternative Communication 36:2, pages 107-117.
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Timo Saloviita. (2020) Attitudes of Teachers Towards Inclusive Education in Finland. Scandinavian Journal of Educational Research 64:2, pages 270-282.
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Limeng Liang & Xuesong Gao. (2016) Pre-service and In-service Secondary School Teachers’ Knowledge about Attention-deficit Hyperactivity Disorder (ADHD) and Attitudes toward Students with ADHD. International Journal of Disability, Development and Education 63:3, pages 369-383.
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Ensa Johnson, Stefan Nilsson & Margareta Adolfsson. (2015) Eina! Ouch! Eish! Professionals’ Perceptions of How Children with Cerebral Palsy Communicate About Pain in South African School Settings: Implications for the use of AAC. Augmentative and Alternative Communication 31:4, pages 325-335.
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Dana K. Donohue & Juan Bornman. (2015) South African Teachers’ Attitudes toward the Inclusion of Learners with Different Abilities in Mainstream Classrooms. International Journal of Disability, Development and Education 62:1, pages 42-59.
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Articles from other publishers (19)

Sokunrith Pov, Norimune Kawai & Saovorak Nov. (2024) Preparing pre-service teachers to work in Cambodian inclusive classrooms: Knowledge, experience, and attitudes toward inclusion. Teaching and Teacher Education 137, pages 104402.
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Mahwish Kamran, Sohni Siddiqui & Muhammad Shahnawaz Adil. (2023) Breaking Barriers: The Influence of Teachers’ Attitudes on Inclusive Education for Students with Mild Learning Disabilities (MLDs). Education Sciences 13:6, pages 606.
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Juan Bornman, Helindi Gouws, Enid Moolman, Anna Robberts & Kerstin Tönsing. 2023. Handbook of Speech-Language Therapy in Sub-Saharan Africa. Handbook of Speech-Language Therapy in Sub-Saharan Africa 643 671 .
Juan Bornman. 2023. Handbook of Speech-Language Therapy in Sub-Saharan Africa. Handbook of Speech-Language Therapy in Sub-Saharan Africa 559 580 .
Keetam D. F. Alkahtani. (2022) Teachers’ Knowledge and Attitudes toward Sustainable Inclusive Education for Students with Emotional and Behavioral Disorders. Children 9:12, pages 1940.
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I Wayan Widiana, Ni Ketut Desia Tristiantari, Ni Nyoman Rediani, Kadek Edi Yudiana & Ni Made Daini Vitri Sinta Sari. (2022) Pelatihan Penulisan dan Publikasi Artikel Ilmiah bagi Guru-Guru Sekolah Dasar. International Journal of Community Service Learning 6:2, pages 140-149.
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Dana Rad, Adela Redeş, Alina Roman, Sonia Ignat, Raul Lile, Edgar Demeter, Anca Egerău, Tiberiu Dughi, Evelina Balaş, Roxana Maier, Csaba Kiss, Henrietta Torkos & Gavril Rad. (2022) Pathways to inclusive and equitable quality early childhood education for achieving SDG4 goal—a scoping review. Frontiers in Psychology 13.
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Mirjana Japundža-MilisavljevićM.M., Aleksandra Đurić-ZdravkovićA.A. & Biljana Milanović-DobrotaZ.Z.. (2022) Educators' attitudes towards inclusive education. Specijalna edukacija i rehabilitacija 21:1, pages 15-30.
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Agnieszka Kałdonek-Crnjaković. 2022. English Language Teaching. English Language Teaching 147 165 .
Kingsley Chinaza Nwosu, W. P. Wahl, Ursula Ifeoma Oparaugo, Anthony Obinna Ezennaka, Daniel Balami Ibrahim, Ademola Oyeyemi Ahmed, Ngozi Christiana Ementa, Christopher Obinna Alaribe, Christiana Chioma Akuneme & Gloria Uzoamaka Nnaemeka. (2021) Teachers’ Sociodemographic Characteristics, Psychological Distress, Job Satisfaction, and Their Willingness to Include Children with Special Needs in Regular Classes. Education Research International 2021, pages 1-16.
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Ann DeVault. (2021) Iowa World Language teachers’ attitudes regarding inclusion. Foreign Language Annals 54:3, pages 671-689.
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Joseph S. Agbenyega & Sunanta Klibthong. (2020) Exploring Thai early childhood teachers’ experiences of inclusive teaching practices: a qualitative study. The Australian Educational Researcher 48:1, pages 125-143.
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Shakila Dada. 2019. Inclusion, Equity and Access for Individuals with Disabilities. Inclusion, Equity and Access for Individuals with Disabilities 153 178 .
Marios Pappas, Chara Papoutsi & Athanasios Drigas. (2018) Policies, Practices, and Attitudes toward Inclusive Education: The Case of Greece. Social Sciences 7:6, pages 90.
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Jean Bélanger, Basma Frangieh, Eugène Graziani, Corinne Mérini & Serge Thomazet. (2018) L’agir ensemble en contexte d’école inclusive : qu’en dit la littérature scientifique récente ? 1. Revue des sciences de l’éducation 44:1, pages 138-165.
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Margarida Maria de Moura VIEIRA-RODRIGUES & Maria Manuela Pires SANCHES-FERREIRA. (2017) A Inclusão de Crianças com Necessidades Educativas Especiais no Ensino Regular em Portugal: a Opinião de Educadores de Infância e de Professores do 1º Ciclo do Ensino Público e Privado. Revista Brasileira de Educação Especial 23:1, pages 37-52.
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Shakila Dada, Harsha Kathard, Kerstin Tönsing & Michal Harty. 2017. Inclusion, Disability and Culture. Inclusion, Disability and Culture 169 193 .
Stefan Nilsson, Ensa Johnson & Margareta Adolfsson. (2016) Professionals’ Perceptions about the Need for Pain Management Interventions for Children with Cerebral Palsy in South African School Settings. Pain Management Nursing 17:4, pages 249-261.
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Nidhi Singal & Nithi Muthukrishna. 2016. Disability in the Global South. Disability in the Global South 199 216 .

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