Abstract:
Many learners with mild intellectual developmental disorders (IDD) in mainstream primary
schools in the Free State Province of South Africa require support to maximise their learning potential
and prepare them for work post-school. In this study, a qualitative approach and Critical Disability
Theory were used to explore the experiences of education stakeholders (teachers, parents, and
principals) in how schools support the career development of learners with mild IDD in mainstream
schools. There were 25 participants in this study, and data were collected through interviews, focus
group discussions, and demographic questionnaires. The findings indicated that teachers were
optimistic that learners with intellectual developmental disorders could thrive if identified early
and provided with specialised support services. The findings also showed that teachers had low
self-efficacy regarding their training on inclusive education practices and had limited knowledge
about career development services. All the participants were optimistic that learners with mild IDD
could participate in the labour market if they were taught work-related skills at an early age. It is
recommended that stronger collaborative partnerships should be developed between stakeholders
to promote inclusive support interventions, transform teaching approaches, and equip mainstream
teachers with the required skills.
