Teachers Attitude to Curriculum Change: Implications for Inclusive Education in Nigeria

Igbokwe Uche L., Mezieobi, Dan. I., Eke, Callistus


The study investigated teachers’ attitude towards implementing inclusive education in secondary schools in Owerri Education Zone of Imo State, Nigeria. The study adopted a survey research design and was guided by three research questions. The instrument for data collection was a researcher designed questionnaire of three parts. Part A dealt with teachers attitude towards inclusion (TAIS), part B dealt with teachers’ views on inclusive education (TVIS) while the third part dealt with teachers barriers to inclusion (TBIS). The sample comprised 255 secondary school teachers from the zone. Data collected were analyzed using mean and standard deviation. Findings indicated that secondary school teachers in Owerri Education zone have positive attitude and views towards inclusive education. However, lack of training and instructional materials as well as disenabling environment were major barriers to the adoption of inclusive practices. It was recommended that teachers should be exposed to in-service training, workshops and conferences to equip them for the challenges of inclusion. Special education should also be a core subject in all teacher training colleges, Colleges of Education and Faculties of Education in Nigeria. Government should endeavour to restructure school environment to suit inclusive standards and also provide assistive technology in order to meet the UNESCO global objectives of inclusion.

Keywords: Attitude, Change, Implementation, Inclusive Education, teacher

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ISSN (Paper)2224-5766 ISSN (Online)2225-0484

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