An Assessment of English Language Teachers’ Knowledge, Attitude to, and Practice of Inclusive Education in Secondary Schools in Calabar, Nigeria

Abstract

The paper examined the prospects of Education for All through the prism of English language teachers’ knowledge about inclusive education, attitude to inclusive education as well as the practice of inclusive education in secondary schools in Calabar, Cross River State. Twenty eight teachers responded to a questionnaire on their knowledge about, attitude to and practice of inclusive education. Using both quantitative and qualitative methodologies, findings showed that majority of the teachers had limited knowledge about inclusive education; majority had negative attitudes and little or no experience in inclusive education. Recommendations were made.

Keywords: education for all, inclusive education, attitude, Knowledge, disability