n South African Journal of Education - Stress and coping skills of teachers with a learner with Down's syndrome in inclusive classrooms

Volume 21, Issue 4
  • ISSN : 0256-0100
  • E-ISSN: 2076-3433



Against the background of the recent move towards inclusion in SouthAfrica, ten mainstream primary school teachers with a learner withDown's syndrome in their classrooms took part in a research programmewhich aims to identify stressors for teachers in an inclusiveeducational approach and coping skills employed to ameliorate thenegative effect of these stressors. Teachers' knowledge, attitudes,stressors and coping skills were qualitatively analysed with the helpof semi-structured interviews and a questionnaire. Preliminary findingsindicate that stressors experienced and coping skills vary. Thevariation appears to be related not only to their perceived professionaland personal ability to handle the needs of the learners butalso to external factors such as collaboration with support groups andparents.

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