Project – Teachers’ attitude toward inclusive education practices.

CHAPTER ONE

1.1 Background to the Study

Inclusive education refers to a teaching model that accommodates all learners—regardless of their physical, intellectual, emotional, social, linguistic, or sensory conditions—within the same mainstream classroom environment. It is an approach that emphasizes removing barriers to learning for all children, including those with disabilities or special educational needs. The core philosophy of inclusive education is based on the principle that education is a basic human right, and every child should have equal access to learning opportunities without discrimination or segregation (UNESCO, 2009). This model does not just focus on integrating students with disabilities but also creating a flexible learning environment that responds to the diverse needs of all learners.

Globally, inclusive education has gained prominence due to international conventions and policies advocating for equity and justice in education. Notable among these are the Salamanca Statement of 1994, which calls for inclusive schools to accommodate all children regardless of their physical, intellectual, emotional, or linguistic differences, and the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) of 2006, which obligates member states to ensure an inclusive education system at all levels. More recently, the Sustainable Development Goal (SDG) 4 underscores the need to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all by 2030. These international frameworks have set the tone for national education reforms across various countries, including Nigeria.

In Nigeria, the concept of inclusive education has been embraced at the policy level through documents such as the National Policy on Education (6th Edition, 2013), which recognizes the right of every Nigerian child, including those with special needs, to access quality education. The policy also encourages the integration of children with disabilities into regular schools where feasible, as opposed to segregated special schools. However, despite this progressive policy orientation, the practical implementation of inclusive education remains fraught with numerous challenges. These include infrastructural deficits, insufficient teaching aids, large class sizes, and a general lack of preparedness among teachers to manage inclusive classrooms (Ozoji, 2015). These gaps often lead to the exclusion of learners with disabilities from mainstream classrooms, either overtly or subtly.

Among the various factors that influence the implementation of inclusive education, the attitude of teachers plays a particularly critical role. Teachers are the frontline implementers of educational reforms, and their perceptions, beliefs, and willingness to adopt inclusive practices significantly affect how inclusion is actualized in classrooms. Research has shown that teachers with positive attitudes toward inclusive education are more likely to adopt differentiated instruction, demonstrate empathy, and support the participation of students with special needs (Avramidis & Norwich, 2002). On the other hand, teachers who view inclusive education as burdensome or ineffective may resist its implementation, either due to misconceptions, inadequate training, or fear of additional workload.

In the context of Lagos State—Nigeria’s commercial and educational hub—one would expect higher levels of awareness and practice of inclusive education due to better access to resources, training institutions, and policy implementation structures. However, empirical evidence and anecdotal reports suggest that even in relatively developed areas like Yaba, many teachers still exhibit reluctance toward inclusive education. Some express concerns about classroom management, lack of support from school administration, and insufficient exposure to special needs pedagogy. Understanding these attitudes is essential for addressing the gap between policy and practice and ensuring that inclusive education becomes a lived reality rather than a theoretical ideal.

Therefore, this study seeks to examine the attitudes of teachers toward inclusive education in two selected schools in Yaba, Lagos. It will explore the nature of these attitudes, the factors influencing them, and the implications for the effective implementation of inclusive practices. The findings are expected to inform teacher education programs, school leadership strategies, and government policy interventions aimed at strengthening the inclusiveness of Nigeria’s education system.

1.2 Statement of the Problem

Over the years, Nigeria has adopted several policies and legal frameworks to promote inclusive education, aligning with international declarations such as the Salamanca Statement and the UN Convention on the Rights of Persons with Disabilities. These policies, including the National Policy on Education (2013), advocate for the integration of learners with special needs into mainstream classrooms, emphasizing equity, accessibility, and participation. However, despite these progressive commitments, the practical implementation of inclusive education across Nigerian schools remains inadequate. The realities on the ground often reveal a significant gap between official policy declarations and actual classroom practices.

One of the most persistent obstacles to inclusive education in Nigeria is the attitude of teachers. Studies have consistently shown that many teachers lack the necessary training, exposure, and motivation to adopt inclusive practices (Chukwuemeka, 2017; Eze, 2019). Negative perceptions about students with disabilities, fears about classroom management, and misconceptions about the nature of inclusive education contribute to this resistance. In many cases, teachers feel ill-equipped to handle students with special needs, especially in overcrowded classrooms lacking specialized resources. As a result, learners with disabilities continue to experience marginalization, limited participation, and poor academic outcomes.

Even in urban areas like Yaba in Lagos State—where educational infrastructure, teacher training institutions, and policy awareness are more accessible—there remains an observable shortfall in the actual application of inclusive education principles. One would expect that schools in such urban centers would lead by example in inclusive practices. However, anecdotal evidence and field observations suggest that the situation is not markedly better than in rural or under-resourced areas. Many teachers in these urban schools still rely on conventional, one-size-fits-all teaching methods that do not accommodate the diverse needs of learners.

This ongoing disconnect between policy and practice raises critical questions about the root causes of teacher resistance or indifference to inclusive education. Are teachers being given the professional development and institutional support required to manage inclusive classrooms effectively? Do they believe that inclusive education is beneficial and achievable within the current educational structure? Understanding teachers’ perceptions, training experiences, and perceived challenges is central to bridging the gap and moving beyond policy rhetoric toward effective inclusion.

Therefore, this study seeks to explore and analyze the attitudes of teachers toward inclusive education in two selected schools in Yaba, Lagos. It aims to determine how these attitudes shape their teaching behaviors and affect their willingness to embrace inclusive practices. By investigating the underlying issues behind teachers’ responses to inclusive education, the study hopes to offer data-driven insights that can guide policy interventions, professional development programs, and resource allocation for better inclusion outcomes.

1.3 Objectives of the Study

The main objective of this study is to examine teachers’ attitudes toward inclusive education practices in two selected schools in Yaba, Lagos. The specific objectives are to:

1. Assess the general perception of teachers regarding inclusive education.
2. Examine how teachers’ attitudes influence their willingness to implement inclusive teaching strategies.
3. Determine the role of training and professional development in shaping teachers’ attitudes toward inclusion.
4. Investigate the perceived challenges teachers face in practicing inclusive education.

1.4 Research Questions

The study seeks to answer the following questions:

1. What are the general perceptions of teachers in Yaba toward inclusive education?
2. How do teachers’ attitudes affect their willingness to implement inclusive teaching strategies?
3. What is the relationship between teacher training and positive attitudes toward inclusive education?
4. What are the challenges teachers encounter in implementing inclusive education practices?

1.5 Research Hypotheses

To guide the study, the following hypotheses will be tested:

H₀₁: There is no significant difference in the attitude of public and private school teachers toward inclusive education.

1.6 Significance of the Study

This study is significant because it adds to the growing body of academic literature on inclusive education in Nigeria, a field that is still developing compared to more established systems in other parts of the world. While there have been theoretical discussions and policy documents promoting inclusion, there remains a shortage of empirical research that investigates the real-life attitudes and behaviors of teachers in mainstream schools. By focusing specifically on the urban context of Yaba, Lagos, this study provides localized, evidence-based insights that reflect the actual state of inclusive education practices in Nigerian schools.

Furthermore, the findings from this research will be particularly valuable to policymakers who are responsible for designing and implementing educational reforms. Understanding how teachers perceive and respond to inclusive education is critical to developing policies that are realistic, responsive, and implementable. If policies are to succeed, they must take into account the views of those at the frontlines of implementation—namely, teachers. This study will therefore provide the necessary data to inform evidence-based policy formulation and strategic planning for inclusive education nationwide.

The study is also highly relevant to school administrators and education managers. These stakeholders are tasked with managing schools in a way that fosters inclusion, equity, and learning for all students. By highlighting the specific challenges and concerns expressed by teachers, the study can guide administrators in creating supportive environments—through proper resource allocation, staff motivation, and institutional structures—that encourage inclusive practices. School leaders will be better equipped to make informed decisions about professional development priorities and inclusive school culture.

In addition, the research will serve as a practical tool for teacher training institutions and educators who are designing curricula and workshops for pre-service and in-service teachers. Insights from the study can help shape training modules that directly address the attitudinal and instructional gaps identified in the findings. For example, if teachers express fear or uncertainty about handling special needs learners, training programs can incorporate targeted strategies for inclusive classroom management, differentiated instruction, and adaptive teaching technologies.

This study also has the potential to drive advocacy efforts aimed at systemic change. By drawing attention to the attitudes and needs of teachers, it emphasizes the importance of investing not only in infrastructure and policies but also in human capital. Promoting positive teacher attitudes is essential to creating inclusive learning environments where all students—regardless of their abilities—feel accepted, supported, and empowered. Findings from this study could thus support advocacy campaigns and interventions by non-governmental organizations (NGOs), civil society groups, and education-focused initiatives.

Finally, the study offers a foundation for future academic research. Scholars interested in inclusive education can build upon its findings to explore related themes such as student experiences, parental perceptions, administrative support, or comparative studies between urban and rural settings. By contributing fresh data and insights, this research opens up avenues for more nuanced investigations that will deepen the understanding and effective implementation of inclusive education in Nigeria and beyond.

1.7 Scope of the Study

This study focuses on two selected primary and secondary schools in Yaba, Lagos State. The scope is limited to teachers in these schools and their attitudes toward inclusive education practices. It does not cover other stakeholders such as students, parents, or education policy officials. The study examines attitudes as influenced by training, gender, experience, and perceived challenges in inclusive classrooms.

1.8 Limitations of the Study

The study is limited by the following factors:

• The sample size is restricted to two schools in Yaba, which may not fully represent all schools in Lagos or Nigeria.
• Teachers’ responses may be influenced by social desirability bias, leading them to present more favorable attitudes than they genuinely hold.
• Time and resource constraints may limit the depth of qualitative data collection.

1.9 Operational Definition of Terms

Inclusive Education: Inclusive education refers to an educational approach that seeks to ensure that all learners—regardless of their physical, intellectual, emotional, linguistic, or sensory abilities—receive quality education within mainstream classrooms. It emphasizes the removal of barriers to learning and participation, promoting a school culture that values diversity and fosters equity. In an inclusive classroom, teaching strategies, assessments, and classroom environments are adapted to meet the needs of all students, thereby enabling equal opportunities for participation and achievement (UNESCO, 2009). Inclusive education moves away from segregating students with special needs and instead integrates them into regular classrooms where they learn alongside their peers.

Attitude: Attitude, in the context of this study, refers to a teacher’s overall disposition, beliefs, and feelings toward the implementation of inclusive education. It encompasses the cognitive (thoughts), affective (feelings), and behavioral (actions) components that influence how teachers perceive and respond to inclusive practices. A positive attitude may manifest in teachers showing acceptance, patience, and willingness to adapt their instructional methods, while a negative attitude may result in resistance, neglect, or biased treatment of students with special needs (Avramidis & Norwich, 2002). Understanding teachers’ attitudes is crucial because it directly affects how inclusive education is interpreted and practiced in schools.

Special Needs: Special needs refer to the range of physical, intellectual, emotional, developmental, or learning challenges that may require additional educational support and services beyond those typically provided in a general education classroom. This includes, but is not limited to, students with disabilities such as visual or hearing impairments, autism, dyslexia, ADHD, and intellectual disabilities. These learners often need personalized instructional strategies, assistive technologies, and supportive classroom environments to facilitate their academic and social development. Recognizing and addressing special needs is a foundational aspect of implementing successful inclusive education systems.

Mainstreaming: Mainstreaming is the practice of integrating students with special needs into general education classrooms for part or all of the school day. It is based on the belief that learners with disabilities should not be isolated but rather be given opportunities to learn and socialize alongside their non-disabled peers. While similar to inclusive education, mainstreaming typically implies that students with special needs must meet certain criteria or be capable of adjusting to the general classroom setting with minimal support. In contrast, inclusive education emphasizes modifying the classroom environment to accommodate all learners, regardless of ability levels.

Teacher Training: Teacher training refers to structured professional development initiatives aimed at preparing educators to effectively manage diverse classrooms and deliver inclusive education. This includes both pre-service education (training before entering the profession) and in-service training (ongoing education while teaching). Quality training programs equip teachers with the knowledge, instructional strategies, and attitudes necessary to identify and respond to the individual needs of all learners. This may involve training in differentiated instruction, inclusive curriculum design, classroom management, and the use of assistive technologies. Effective teacher training is key to the successful implementation of inclusive education policies and practices.

Project – Teachers’ attitude toward inclusive education practices.