South African teachers' attitudes towards working with learners with severe intellectual disabilities

Abstract

This study investigates South African teachers’ attitudes in schools for learners with special educational needs specifically learners with severe intellectual disability (SID) using a quantitative and descriptive online survey. The questionnaire includes the Modified Teachers’ Attitudes Scale. The theory of planned behaviour is used as an explanatory model to explore why teachers may have difficulty with their role in supporting the educational needs of learners with SID. Purposive sampling was employed to recruit teachers which are on Facebook support groups. The results based on the feedback from 221 teachers, reveal that teachers possess negative attitudes regarding the communication, socialisation, and future outcomes of learners with SID. Teachers revealed positive attitudes towards inclusion and their capabilities when teaching learners with SID. A neutral attitude was obtained towards these learners’ participation needs. The article concludes with the importance of teacher education on the nature and manifestations of the disorder to provide realistic expectations within the classroom. An additional recommendation is made addressing the management of schools requesting to fortify the use of inclusive practice and place value on input from teachers.