Attitude of teachers in private regular primary schools to inclusive education in Lagos state (original) (raw)
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Background: The notion of inclusive education has attained a great base in many countries around the world, so that we conducted this study to examine students’ attitudes toward including students with disabilities with their typical peers in general classrooms. Objective: The aims of this study are to verify attitude of education students toward including disabilities in general education classroom, and to examine the influence for GPA, level and age on attitude of education students toward inclusive. Methods: we used descriptive statistic methods. Questioner technique is used as method of data collection. Study group include (800) education students from Faculty of Education School and (120) students were selected randomly as study group sample. The data was analyzed by using SPSS program. Results: The attitude of students toward including disabilities in general education classroom is positive, and it is significant (p<0.05). The GPA influenced on attitudes of students toward inclusive. Conclusion: We demonstrated that an important factor in the success of inclusive education is dependent upon education students’ attitude, because these are future teachers.
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The study investigated the level of attitudes towards the education of students with learning disabilities among teachers in regular education classrooms. It also examined the influence of four teachers’ demographic factors on their attitudes towards education of students with learning disabilities in regular classrooms Ibadan, Nigeria. The descriptive research design was adopted for the study whilst the multi-stage sampling procedure was adopted to select the study sample. A total of 125 teachers participated in the study, 64 (51.2%) were males whilst 61 (48.8%) were females. A self-designed questionnaire tagged “Teachers’ Attitude towards Education of Students with Learning Disabilities in Regular Education Classrooms” (TAESLDRECQ) with a reliability of 0. 81 was utilized to collect data. One research question and four hypotheses were generated and tested. Percentage, mean, standard deviation, t-test and Analysis of variance (ANOVA) statistics were employed to analyze the data ge...
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The study assessed the attitude of teacher trainees from the Evangelical Presbyterian College of Education in Bimbilla towards pupils with disabilities in basic schools in two districts in the Northern Region of Ghana. The aim was to assess the relevance of the newly introduced special education course in the colleges of education on the attitude of teacher trainees. A descriptive survey involving 150 teacher trainees from the Evangelical Presbyterian College of Education were selected from final year students through a stratified random sampling technique. A Likert scale was used to assess the attitude of teacher trainees and independent sample t-test was computed to determine gender disparity in attitudes. The findings from the study revealed that although attitude of teacher trainees in the study area towards children with disabilities seemed to be positive, they lacked deeper understanding of disability and issues affecting the inclusion of children disabilities in general schoo...
European Journal of Special Education Research
This study measured the attitudes of non-disabled students towards their peers with disabilities. A cross-sectional survey was employed for the study. The Chedoke-McMaster Attitudes Towards Children with “Handicaps” (CATCH) scale was used to collect data from n=119 respondents. Descriptive statistics analysis was employed in analysing the data. Results indicated that students without disabilities generally held neutral attitudes towards their peers with disabilities (M=2.12; SD=0.687) with no significant difference in gender, age, having a close friend or relative with a disability. Teachers in inclusive education schools were encouraged to measure the attitudes of students towards their peers with disabilities and other related variables. This would enable them to plan, design, develop, implement and evaluate effective interventions that would change non-disabled students’ negative and/or neutral attitudes, thereby ensuring the full social participation of students with disabilitie...
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Inclusive education can be defined as an education system that includes all students, and welcomes and supports them to learn, whoever they are and whatever their abilities or requirements. Inclusive education involves transforming the whole education system – legislation and policy, systems for financing, administration, design, delivery and monitoring of education, and the way schools are organized. Positive teacher attitudes are essential for success when children with special educational needs (SEN) are placed into mainstream classrooms. According to the new low for full inclusion in the education system of the Republic of Macedonia, the main goal of our study was to determinate the attitudes of teachers in regular primary school towards inclusion of children with different types of disabilities. 100 teachers in primary school from the city of Skopje were inquired with the teacher inclusion attitudes questionnaire. Data analysis indicates that in general teachers have positive a...
Teachers Attitude on Inclusive Education and Learners with Disabilities in Kisumu County, Kenya
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Attitudinal disposition of teachers towards inclusive education in primary schools has drawn diverse reactions from educationist and parents alike. Positive attitude by teachers enhances success of inclusion while negative attitude is an impediment. Teachers play a pivotal role in curriculum implementation hence the significance of their attitude. The study was carried out in Kisumu County in Western Kenya to explore the influence of teacher’s attitude towards inclusion and learners with disabilities in inclusive classrooms. Using descriptive survey design, it targeted 25 schools practicing inclusive education, 270 teachers including head teachers and 14 education managers. Both purposive and saturated sampling techniques were used to sample the units of analysis. The study findings indicated that teachers teaching in inclusive classrooms express negative attitude towards inclusion and children with disabilities and this impacts adversely on curriculum implementation. The study reco...
e-International Journal of Educational Research, 2014
Many studies focused on teachers’ attitudes toward the concept of inclusion, there are not many studies specifically focused on teachers’ attitudes towards students with disabilities. The purpose of this study was to investigate attitudes of general education teachers toward their students with disabilities and how well teachers’ attitudes can be predicted by their personal attributes and professional characteristics. Total of 84 teachers were surveyed from both elementary-level and secondary-level schools in the southeastern United States. In terms of the results of the study, teachers’ attitudes toward students with disabilities were mostly positive. Multiple linear regression method did not yield statistically significant results which means that gender, age, years of experience, grade level taught, extent of contact with individuals with disabilities, whether or not teachers have received any training about teaching students with disabilities, and teachers’ perceptions toward th...
Attitudes of School Heads towards Inclusion of Student with Disabilities in Regular Schools
Inclusive education is indispensable for achieving Education for All. This study highlights the attitudes of public school head towards inclusive education in Punjab. The attitude of school heads plays a vital role for an effective inclusive education process as well as for overall educational progress of students. The present study is descriptive in its nature. All the heads of the schools of both sexes in public schools of Punjab province are the populations of this study. A questionnaire was used as an instrument to measure attitudes of school heads towards inclusion of students with disabilities in schools and how these school heads conceptualize inclusive education. Reflecting on data carried out from 200 schools of ten districts of Punjab. This research gives a valuable indication of the attitudes and awareness of school heads towards inclusion. The study found that school heads of rural area have more positive attitude towards inclusion and there is no significant difference between male and female heads towards inclusion of students with disabilities. The research reveals the difficulties in implementing inclusive education and also contributes in the field of educational leadership.
International Journal of Indian Psychology
The present study aimed to investigate the attitude of prospective teachers towards inclusive education in relation to gender and academic stream. The respondents were teacher trainees of district Mohali of Punjab. A sample of 100 B.Ed students (N=50 boys and 50 girls) by employing simple random sampling. Descriptive survey method was employed; attitude towards inclusive education scale was used, Analysis of Variance and for the significant F- ratio, the t-test was used for testing the significance of difference between the mean scores different groups on variables under study. The study revealed that (a) There exists significant differences in attitude of prospective teachers towards the concept of inclusive education for children with disabilities with respect to gender (b) There exists no significant differences in attitude of prospective teachers towards the concept of inclusive education for children with disabilities with respect to academic stream and (c) There exists no sign...