South African teachers’ attitudes toward learners with barriers to learning : attention-deficit and hyperactivity disorder and little or no functional speech

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dc.contributor.author Bornman, Juan, 1968-
dc.contributor.author Donohue, Dana K.
dc.date.accessioned 2017-08-21T11:14:59Z
dc.date.available 2017-08-21T11:14:59Z
dc.date.issued 2013-05
dc.description.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. en_ZA
dc.description.department Centre for Augmentative and Alternative Communication (CAAC) en_ZA
dc.description.librarian hj2017 en_ZA
dc.description.uri http://www.tandfonline.com/loi/cijd20 en_ZA
dc.identifier.citation Juan Bornman & Dana K. Donohue (2013) South African Teachers’ Attitudes toward Learners with Barriers to Learning: Attention-deficit and hyperactivity disorder and little or no functional speech, International Journal of Disability, Development and Education, 60:2, 85-104, DOI: 10.1080/1034912X.2013.786554. en_ZA
dc.identifier.issn 1034-912X (print)
dc.identifier.issn 1465-346X (online)
dc.identifier.other 10.1080/1034912X.2013.786554
dc.identifier.uri http://hdl.handle.net/2263/61752
dc.language.iso en en_ZA
dc.publisher Routledge en_ZA
dc.rights © 2013 Taylor and Francis. This is an electronic version of an article published in International Journal of Disability, Development and Education, vol. 60, no. 2, pp. 85-104, 2013. doi : 10.1080/1034912X.2013.786554. International Journal of Disability, Development and Education is available online at: http://www.tandfonline.comloi/cijd20. en_ZA
dc.subject Teachers’ attitudes en_ZA
dc.subject South Africa (SA) en_ZA
dc.subject Inclusion en_ZA
dc.subject Education en_ZA
dc.subject Disability en_ZA
dc.subject Little or no functional speech (LNFS) en_ZA
dc.subject Barriers to learning en_ZA
dc.subject Attention deficit hyperactivity disorder (ADHD) en_ZA
dc.title South African teachers’ attitudes toward learners with barriers to learning : attention-deficit and hyperactivity disorder and little or no functional speech en_ZA
dc.type Postprint Article en_ZA


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