期刊
INTERNATIONAL JOURNAL OF DISABILITY DEVELOPMENT AND EDUCATION
卷 60, 期 2, 页码 85-104出版社
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/1034912X.2013.786554
关键词
attention-deficit and hyperactivity disorder; barriers to learning; little or no functional speech; disability; education; inclusion; South Africa; teachers' attitudes
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.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据