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The English Language Teachers’ Perception Of Inclusive Education
[A CASE STUDY OF THE UNIVERSAL BASIC EDUCATION IN KWARA STATE]
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In a study carried out by Mba (1991) on the attitude of teachers towards the inclusion of hard-of-hearing students in general education classroom, it was revealed that the attitude of teachers indicated hesitancy of the teachers to accept the hard-of-hearing unless the communication barrier was obviated. Similarly, Ogbue, (1995) reported an interview conducted in Lagos State on the issue of inclusion of special need children in general education classroom. Tier findings were that of the 200 regular primary school teachers interviewed, 60% of them rejected inclusion and while 35% of them would want inclusion provided they were adequately trained. The remaining 5% were undecided on the issue. Thus, many of all these negative attitudes will have an adverse effect on the education of the special needs children in Nigeria.
Researchers have attempted to discover the factors associated with the successful inclusion of students with disabilities. The role of teachers’ attitudes has been studied. The majority of these studies in physical education have assumed that a positive attitude towards inclusion was necessary for the successful inclusion of children with disabilities into physical education (Rizzo & Vispoel, 1992; Tripp & Sherrill, 1991). These studies have examined the relationship between different types of attitudes and variables such as teacher age (Rizzo, 1985: Rizzo & Wright, 1988), gender (Patrick, 1987), teaching experience (Marston & Leslie, 1983), educational preparation (Rizzo & Vispoel, 1992), perceived teaching competence (Rizzo & Wright, 1988), and type and severity of student disability (Rizzo & Vispoel, 1991).
Several student and teacher related variables have been significantly and consistently linked with specific teacher attitudes toward inclusion (Rizzo & Vispoel, 1992). Student grade level and severity of disability have been found to influence teachers’ attitudes toward inclusion. Specifically, students with disabilities were viewed more favorably in lower grade levels than in higher grade levels (Minner & Knutson, 1982; Rizzo, 1984), and children with less severe disabilities were viewed more favorably than those with more severe disabilities (Rizzo, 1984; Rizzo & Vispoel, 1991; Rizzo & Wright, 1987; Tripp, 1988).
2.7 Appraisal of the Literature
The review of literature on this study so far has captured issues related to the universal basic education system in Nigeria, the concept of inclusive education, teachers’ attitude and perceptions on inclusive education, benefits of inclusive education, factors influencing teachers’ attitude towards education, theoretical framework and various previous related studies.
A thorough review of literature revealed that limited studies have directly investigated the teachers’ attitude towards inclusion of the special needs children in the general education particularly in the Nigerian context. Attitude research in education and physical education has grown increasingly popular over the past twenty years (Folsom-Meek & Rizzo, 2002). This increase has been driven by the belief that the attitude of the teacher can have a direct influence on the successful inclusion of children with disabilities into regular classes (Rizzo & Vispoel, 1992). This investigation was a response to the need for empirical evidence regarding the teacher attitudes toward inclusion of special needs children in General education in Nigeria where there is limited or no data available on the subject matter. Basically therefore, this study intends to investigate the English teachers’ perception of the inclusive education in the universal basic education programme in Kwara State, Nigeria, and the effects of variables such as gender, marital status, professionalism and teaching experience on their perception.
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ABSRACT - [ Total Page(s): 1 ]ABSTRACT IS COMING SOON ... Continue reading---
QUESTIONNAIRE - [ Total Page(s): 1 ]QUESTIONNAIRE ON ATTITUDE OF TEACHERS ON INCLUSIVEEDUCATIONInstructionsThe purpose of this questionnaire is to obtain information relating to what you think about inclusive education of students with disabilities. All information in this questionnaire is provided anonymously and will be treated then analyzed under the framework of this research only. This is not a test. Thus, there is no right or wrong answer. All you have to do is to tick the option as applicable to you.SECTION A: GENERAL INFOR ... Continue reading---
CHAPTER ONE - [ Total Page(s): 3 ]In order for inclusion to work in practice, teachers in regular schools in Nigeria must accept its philosophies and demands. According to Salend and Duhaney (1999), educators have varying attitudes towards inclusion, their responses being shaped by a range of variables such as their success in implementing inclusion, student characteristics, training and levels of support. Some studies reported positive outcomes for general teachers, including increased skills in meeting the needs of all their s ... Continue reading---
CHAPTER THREE - [ Total Page(s): 1 ]CHAPTER THREERESEARCH METHODOLOGY3.0 This chapter presents the research method that would be used to carry out the study which is on the perception of the English language teachers of Inclusive education in the Universal Basic Education in Kwara State. The discussion on the methods will include:a. Research typeb. Population, sample and sampling techniqueC. Instrumentationd. Procedure for data collection ande. Data analysis technique f. Research type3.1 Research TypeThis research would use ... Continue reading---
REFRENCES - [ Total Page(s): 3 ]REFERENCES Ajuwon, P. M. (2008). Inclusive education for students with disabilities in Nigeria: Benefits and challenges and policy implications. International Journal of Special Education, 23(3), 11-16.Ali, M.M., Mustapha, R. and Jelas, Z. M. (2006). An empirical study on teachers’ perceptions towards inclusive education in Malaysia. International Journal of special Education, Vol. 21 (3).Allan, J. (1995) How are we doing? Teacher's views on the effectiveness of co-operative teaching. Sup ... Continue reading---
