Abstract:
This 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.
