Knowledge and Attitude of Teachers towards the Inclusion of Students with Learning Disabilities in Junior Secondary Schools in Nigeria

Abstract

The study determined the knowledge and attitude of teachers towards the inclusion of students with learning disabilities in junior secondary schools in Port Harcourt local government area of Rivers State. The study adopted a survey research design. A sample of 250 teachers drawn from 10 junior secondary schools in Port Harcourt Local Government Area, Rivers State were used for the study. A reviewed Likert 4-point scale questionnaire titled “Knowledge and Attitude Towards Inclusion of Students with Learning Disability Questionnaire (KAISLDQ” was used for data collection. The instrument was validated by experts in special education and measurement and evaluation with a reliability estimate of .82.  Thus, data collected were analysed using means, standard deviation and independent t-test for research questions and hypothesis respectively. It was concluded from the findings that junior secondary school teachers in Port Harcourt Local Government Area, Rivers State have adequate knowledge of learning disabilities and also show positive attitude towards the inclusion of students with learning into the regular classroom. It was recommended government should provide necessary facilities and equipment to encourage the inclusion of students with special needs into public schools.