Full Text Available
Note: Clicking the button above will open the full text document at the original institutional repository in a new window.
South African teachers’ attitudes towards working with learners with severe intellectual disabilities in schools for Learners with Special Educational Needs
Dissertation (MA (Speech-Language Pathology))--University of Pretoria, 2021.
Saved in:
| Other Authors: | |
|---|---|
| Format: | Thesis |
| Published: |
University of Pretoria
2021
|
| Subjects: | |
| Tags: |
No Tags, Be the first to tag this record!
|
| _version_ | 1867613640546320384 |
|---|---|
| access_status_str | Open Access |
| author2 | Johnson, Ensa |
| author_browse | Johnson, Ensa |
| author_facet | Johnson, Ensa |
| collection | Thesis |
| dc_rights_str_mv | © 2019 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MA (Speech-Language Pathology))--University of Pretoria, 2021. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/80993 |
| institution | University of Pretoria (South Africa) |
| last_indexed | 2026-06-10T12:39:21.733Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2021 |
| publishDateRange | 2021 |
| publishDateSort | 2021 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/80993 South African teachers’ attitudes towards working with learners with severe intellectual disabilities in schools for Learners with Special Educational Needs Johnson, Ensa Le Roux, Mia Geertsema, Salome devenybeard9@gmail.com Beard, Deveny UCTD Dissertation (MA (Speech-Language Pathology))--University of Pretoria, 2021. There is no consensus about whether the needs of the large number of learners with supportive and additional educational needs, such as Learners with Severe Intellectual Disability (LWSID) are being met in South Africa. The challenge to implement specialised education programmes and facilitate equal learning falls mainly on teachers. There is a lack of research on teachers’ attitudes towards working with LWSID in South African Learners with Special Educational Needs (LSEN) schools. The theory of planned behaviour is used as an explanatory model to describe the influence of contextual factors on the teacher’s attitudes towards these learners. A quantitative, descriptive online survey design was utilised to investigate the attitudes of South African teachers in LSEN schools regarding LWSID. Purposive sampling was employed to recruit teachers on Facebook support groups. The questionnaire was made available using the survey software Qualtrics and divided into three sections, namely a vignette of LWSID, the Modified Teachers’ Attitudes Scale (MTAS), followed by the biographical questionnaire. The questionnaire was subjected to a validation process, and a factor analysis was conducted. A total of 221 teachers working with LWSID completed the survey. The teachers expressed their attitudes regarding the LWSID’s communication, socialisation and participation in the classrooms, and their attitudes towards inclusion, their capabilities, and the LWSID’s needs and future outcomes. The data revealed that teachers possess negative attitudes regarding the communication, socialisation, and future outcomes of the LWSID. The teachers revealed positive attitudes towards inclusive education and their capabilities when teaching LWSID. An overall neutral attitude was obtained towards LWSID participation needs in the classroom. Keywords: Educators; Inclusive education; Intellectual Disability; Learning Support Educators; South Africa; Special schools Speech-Language Pathology and Audiology MA (Speech-Language Pathology) Restricted 2021-07-27T08:39:16Z 2021-07-27T08:39:16Z 2021-09-17 2021-07-15 Dissertation * S2021 http://hdl.handle.net/2263/80993 © 2019 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD South African teachers’ attitudes towards working with learners with severe intellectual disabilities in schools for Learners with Special Educational Needs |
| title | South African teachers’ attitudes towards working with learners with severe intellectual disabilities in schools for Learners with Special Educational Needs |
| title_full | South African teachers’ attitudes towards working with learners with severe intellectual disabilities in schools for Learners with Special Educational Needs |
| title_fullStr | South African teachers’ attitudes towards working with learners with severe intellectual disabilities in schools for Learners with Special Educational Needs |
| title_full_unstemmed | South African teachers’ attitudes towards working with learners with severe intellectual disabilities in schools for Learners with Special Educational Needs |
| title_short | South African teachers’ attitudes towards working with learners with severe intellectual disabilities in schools for Learners with Special Educational Needs |
| title_sort | south african teachers attitudes towards working with learners with severe intellectual disabilities in schools for learners with special educational needs |
| topic | UCTD |
| url | http://hdl.handle.net/2263/80993 |