Mothers with intellectual disabilities face many obstacles on a daily basis because of their difficulties functioning and engaging in adaptive behavior. These difficulties may be even harder with respect to raising children and the many challenges associated with motherhood. Lack of social network and support from the community are additional challenges to mothers with intellectual disabilities. Even though children of mothers with intellectual disabilities are not likely to have intellectual disabilities of their own, there is a higher risk for them to experience developmental delays and/or behavioral issues. It is critical for special education teachers to continue educating themselves on this topic if they are to provide appropriate support and help to those families, especially children. Many studies demonstrate the important role teachers can play by having huge impact on children’s’ school success and their outcomes as a teenagers or even as adults. In this research, we explore the attitudes of special education teachers toward mothers with intellectual disabilities. We sent out questionnaires to special education teachers working at schools with a special program and curriculum for students with intellectual disabilities or learning disabilities. All the data were analyzed in SPSS program, using the Man Whitney test, the Kruskal Wallies test, and Spearman's rank correlation coefficient. Of a sample of 101 special education teachers, we found significant differences in attitudes of special education teachers according to their workplace and frequency of interactions with mothers with intellectual disabilities. However, we did not find any significant difference in attitudes of special education teachers with respect to them being a parent or legal guardian or their years of service.
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