Ordinary School Teachers' attitudes towards learners with mental retardation in ordinary Basic Schools with special units

The study investigated the attitudes of ordinary basic school teachers and head teachers towards learners with mental retardation in ordinary basic schools which have special units in the Northern Province. The objectives of the study were to find out the knowledge ordinary basic school teachers
had on learners with mental retardation; to find out the teachers' and head teachers' attitudes towards learners with mental retardation; to find out whether there were differences based on gender in teachers' attitudes towards learners with mental retardation; and to find out whether
teachers' attitudes changed with years of teaching experience. A case study was used in five schools on 100 teachers and three head teachers who were purposively selected. A questionnaire was used to collect data from the teachers while an interview schedule was used for head teachers. The results showed that teachers and head teachers had positive attitudes towards learners with mental retardation and welcomed the integration into their schools / classrooms. The results further showed that teachers had adequate knowledge on mental retardation and that both male and
female teachers had positive attitudes although male teachers showed more positive attitudes than females and that the less the years of teaching experience the more the teachers showed positive attitudes towards
learners with mental retardation. The study recommended that the integration of learners with mental retardation should continue, but legislation should be done to give it legal
backing. Further, the study recommended that for the learners with mental retardation to benefit further, they should be placed in ordinary classes rather than in special units. At the same time, support in terms of
trained teachers, teaching / learning materials should be made available.