Donohue, Dana K.Bornman, Juan2015-03-102015-03-102015-01Dana K. Donohue & Juan Bornman (2015) South African Teachers’ Attitudes toward the Inclusion of Learners with Different Abilities in Mainstream Classrooms, International Journal of Disability, Development and Education, 62:1, 42-59, DOI:10.1080/1034912X.2014.985638.1034-912X (print)1465-346X (online)10.1080/1034912X.2014.985638http://hdl.handle.net/2263/43924This research sought to examine South African teachers’ attitudes toward the inclusion of learners with different abilities in their hypothetical mainstream classrooms. Participants were 93 South African teachers who responded to the Teachers’ Attitudes and Expectations Scale, a measure developed for this study, regarding four vignettes depicting learners with different types of impairments. Overall, teachers reported that inclusion would benefit learners’ social development (mean scores from 2.57 to 3.35) more than their intellectual development (mean scores from 2.14 to 2.83). It also was found that teachers overwhelmingly were more confident about including learners with Down syndrome into their hypothetical mainstream classes when compared to the inclusion of learners with other disabilities F(3, 90) = 9.59, p < .01. The results suggest that providing teachers with sufficient resources within the classroom and training that includes hands-on experience with children with disabilities could positively influence their attitudes toward the inclusion of learners with disabilities in their classrooms.en© Taylor and Francis. This is an electronic version of an article published in International Journal of Disability, Development and Education, vol. 62, no. 1, pp. 42-59, 2015. doi : 10.1080/1034912X.2014.985638. International Journal of Disability, Development and Education is available online at: http://www.tandfonline.comloi/cijd20Academic achievementDisabilityEducationInclusionSocial skillsSupportsTeachers attitudesSouth Africa (SA)Postprint Article