Bornman, JuanDonohue, Dana K.2017-08-212017-08-212013-05Juan 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.2013.786554.1034-912X (print)1465-346X (online)10.1080/1034912X.2013.786554http://hdl.handle.net/2263/61752This 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© 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.Teachers’ attitudesSouth Africa (SA)InclusionEducationDisabilityLittle or no functional speech (LNFS)Barriers to learningAttention deficit hyperactivity disorder (ADHD)Postprint Article