Special Education Teachers’ Attitudes Towards Learning and Teaching Learners with Complex Educational Needs

Abstract

Learners with complex educational needs are included in mainstream schools in many countries. However, many of these learners receive rehabilitation rather than education. As teachers’ attitudes influence the development of inclusive environments and teaching, this study aimed to analyse the attitudes of special education teachers who work with learners with disabilities towards the learning abilities of those with complex educational needs. Results of the brief survey suggest that 64.3% of special education teachers believe that learners with complex educational needs can only be rehabilitated, not educated. This highlights the urgent need to change the teaching approach, so that teaching is seen as guidance in gaining new experiences that contribute to building new neural connections, which form the foundation of new knowledge.