Stress and coping skills of teachers with a learner with Down’s syndrome in inclusive classrooms

Abstract

Against the background of the recent move towards inclusion in South Africa, ten mainstream primary school teachers with a learner with Down’s syndrome in their classrooms took part in a research programme which aims to identify stressors for teachers in an inclusive educational approach and coping skills employed to ameliorate the negative effect of these stressors. Teachers' knowledge, attitudes, stressors and coping skills were qualitatively analysed with the help of semi-structured interviews and a questionnaire. Preliminary findings indicate that stressors experienced and coping skills vary. The variation appears to be related not only to their perceived professional and personal ability to handle the needs of the learners but also to external factors such as collaboration with support groups and parents.