A Study of Teachers Awareness and Attitude towards Inclusive Education Practice in Primary School in Calabar

This study assessed the awareness and attitude towards inclusive practices among primary school teachers in Calabar South Local Government Area. Descriptive survey research design was adopted. Multistage method was used in selecting participants. Random sampling technique was used to select 270 primary school teachers 20 primary. A self-structure instrument titled “ Teacher Awareness and Attitude to Inclusive Education Practice (TAAIEP: 0.67)” was used in this study. Inferential analytical tools (Regression Analysis, Moderation Analysis, Multiple Regression and Hierarchical Regression) were uses for data analysis. Study findings indicated that awareness significantly predicts attitudes toward inclusive education, interaction between awareness and gender is not statistically significant in teachers’ attitude toward inclusive education, traditional cultural beliefs (spiritual/supernatural, stigma/discrimination) significantly and negatively predict attitudes toward inclusion and perceived behavioural control significantly predicts behavioural intentions toward inclusive education. The study concludes that teachers’ awareness is critical in shaping their attitude toward inclusion of learners with special needs educationally. To enhance the teachers’ knowledge and increase their readiness to accept learners with special needs, it is recommended that stakeholders should embark on aggressive awareness creation on inclusive education among regular primary school teachers.

Keywords: teacher’s awareness, teachers attitude toward inclusive education, inclusive education practice