The experiences of teachers in including learners with intellectual disabilities

[摘要] ENGLISH ABSTRACT:In South Africa,' including learners with disabilities has been a concern in educationsince 1994. With children with disabilities, including intellectual disabilities, beingincreasingly included in mainstream schools, consideration needs to be given to theexperiences of teachers in inclusive classrooms. Since an understanding of teachers'experiences can lead to the development of support strategies, this study sets out toexplore teachers' experiences.The research design of this research is qualitative in nature and the unit of analysisis an inclusive school in the Western Cape. Data are collected through semistructuredinterviews, field notes and a review of school records. Interviews are heldwith three teachers, the school principal, the governing body chairperson (parent)and four learners.The data are analyzed using aspects of the constant comparative analysis. Threemain themes, namely school factors, the learner with an intellectual disability and therole of the teachers emerge. Findings indicate that the learner with an intellectualdisability can be effectively included if the school community (teachers, parents andlearners) is informed and thoroughly prepared. There must also be a willingness onthe part of all the role players to make a success of the inclusive process. Ananalysis of the experiences of teachers in this study indicates that the demands puton teachers and learners alike are challenging and that teachers need supportregarding in-service training on specific strategies for successfully including learnerswith intellectual disabilities. An effective and collaborative support system can alsoprovide teachers with the necessary support to approach inclusive education in apositive manner.

[发布机构] Stellenbosch University