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In-Service Teachers’ Attitudes Towards The Inclusion Of Learners With Additional Needs In Regular Classrooms In South Africa

Medwin Sepadi, MJ Themane

In the process of promoting inclusion in education, in-service teachers’ preparedness is being identified as a vital factor. This study examined teachers’ attitudes towards the inclusion of learners with additional needs. We followed a sequential mixed method design, where 63 in-service teachers were sampled through a purposive sampling strategy. Data was collected through a closed and an open-ended questionnaire. The overall finding was that teachers have a positive attitude towards the inclusion of learners with additional needs although they face challenges that affect their explicit attitudes. The finding suggests that in order to combat these challenges teachers should be prepared more for the inclusion of all learners to enhance their implicit attitudes and more resources should be provided to mitigate against these challenges.