Including Learners with Intellectual Disabilities: stressful for teachers?

Engelbrecht, Petra; Oswald, Marietjie; Swart, Estelle; Eloff, Irma

doi:10.1080/1034912032000120462

Cited by 60 publications

(40 citation statements)

References 11 publications

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“…For example, results of a comparative analysis of three qualitative studies (Oswald, Ackerman, & Engelbrecht, 2000;Prozesky, 1999;Swart & Pettipher, 2000) that were conducted in various parts of the country with the help of focus group interviews and open-ended questionnaires aimed at understanding the attitudes of groups of teachers in South Africa towards inclusive education (before the White Paper was published in 2001) (Swart, Engelbrecht, Eloff, & Pettipher, 2002), indicate that the context of change and inclusive education implies a redefinition of the traditional isolated roles of teachers in mainstream schools to a more collaborative role in the accommodation of diversity in inclusive classrooms. In another study that combined quantitative and qualitative research methods to obtain more detailed data on the stress levels of teachers who already have children with intellectual disabilities in their mainstream classrooms (after the publication of the White Paper) (Engelbrecht, Oswald, Swart, & Eloff, 2003), 55 teachers in two provinces completed an adapted version of a structured questionnaire on teachers' stress and ten participating teachers took part in subsequent in-depth individual interviews. These results indicate that the areas identified as the most stressful (administrative issues, support, the behaviour of a specific child, the teacher's self-perceived competence and the lack of collaboration with parents) all point to the lack of effective preparation of teachers to accommodate unique individual educational needs in their classrooms.…”

Section: Research On the Implementation Of Inclusive Educationmentioning

confidence: 99%

The implementation of inclusive education in South Africa after ten years of democracy

Engelbrecht

2006

Eur J Psychol Educ

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120

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Inclusive education in South Africa has not been promoted as simply one more option for education but as an educational strategy that can contribute to a democratic society. After the end of the Apartheid era the new democratic government committed itself to the transformation of education and key policy documents and legislation stress the principle of education as a basic human right as enshrined in the Constitution. White Paper 6: Special Needs Education, building an inclusive education and training system (2001) provides a framework for systemic change for the development of inclusive education. As a philosophy, the concept of inclusive education in the South African context embraces the democratic values of equality and human rights and the recognition of diversity. Research however indicates that multifaceted societal changes, encompassing educational reforms and contextual changes, including the management of diversity in schools, have had a negative impact on the implementation of inclusive education. After ten year of democracy, the enduring tension between changing the structure of education and changing the process of education is still influencing progress. Enhancing the recognition and acceptance of the basic rights of all South African children to be accommodated in inclusive school communities therefore remains a challenge. Separate education departments, governed by specific legislation and fragmented along racial lines, reinforced the divisions in the education system (Engelbrecht, Howell, & Bassett, 2002).

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Section: Research On the Implementation Of Inclusive Educationmentioning

confidence: 99%

The implementation of inclusive education in South Africa after ten years of democracy

Engelbrecht

2006

Eur J Psychol Educ

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120

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“…*Corresponding author. Email: hsinhui@ntcn.edu.tw Including young children with disabilities in preschool programs designed for their typically developing peers is increasingly common in the United States (National Centre for Education Statistics, 2002) and internationally (Avramidis, Bayliss, & Burden, 2000b;Dupoux, Wolman, & Estrada, 2005;Engelbrecht, Oswald, Swart, & Eloff, 2003;Gilmore, Campbell, & Cuskelly, 2003;Kwon, 2005;Opdal, Wormnaes, & Habayeb, 2001). Major purposes of inclusive or integrated programs include maximising learning opportunities, and broadening social benefits for all children (UNESCO, 1994).…”

Section: Introductionmentioning

confidence: 98%

Early Childhood Teachers' Ideas about Including Children with Disabilities in Programmes Designed for Typically Developing Children

Huang

Diamond

2009

International Journal of Disability, Development and Education

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This study examined the influence of information about children's disabilities on preschool teachers' responses toward integrating children with disabilities in their classroom. Of particular interest was whether the severity of the child's educational needs and information about diagnosis were related to teachers' responses. Data were collected from 155 preschool teachers in two Midwest states in the United States to examine their responses in terms of levels of comfort, classroom adaptation, and need for support. Results showed that teachers responded differently to the types of disability regardless of the diagnostic labels; that is, teachers responded more positively to children with mild disabilities (e.g., children with Down syndrome) and those with physical disabilities (e.g., cerebral palsy). In addition, compared with children with diagnostic labels, teachers responded more positively to those with no diagnostic labels. Teachers' education and experience working with children with disabilities were associated with their levels of comfort. Implications and recommendations for service delivery and teacher training are discussed.

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“…Inclusive policies are suggested to contribute to a more just and equal society (South African Department of Education, 2001), in part, because they (Oswald, 2007). In fact, South African teachers note that their lack of effective preparation is one of the major stressors about the prospect of inclusive education (Engelbrecht, Oswald, Swart, & Eloff, 2003). In a large study of 2,577 South African primary school teachers, only 36% of teachers could even describe what inclusive education was (Hay, Smit, & Paulsen, 2001).…”

Section: Introductionmentioning

confidence: 99%

South African Teachers’ Attitudes toward the Inclusion of Learners with Different Abilities in Mainstream Classrooms

Donohue

Bornman

2015

International Journal of Disability, Development and Education

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This 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.

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Including Learners with Intellectual Disabilities: stressful for teachers?

Cited by 60 publications

References 11 publications

The implementation of inclusive education in South Africa after ten years of democracy

The implementation of inclusive education in South Africa after ten years of democracy

Early Childhood Teachers' Ideas about Including Children with Disabilities in Programmes Designed for Typically Developing Children

South African Teachers’ Attitudes toward the Inclusion of Learners with Different Abilities in Mainstream Classrooms

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