This study investigated the attitudes toward inclusive education held by 2000 special educators across Nigeria. Participants were administered a modified version of the Attitudes toward Inclusion in Africa Scale (ATIAS). The scale was divided into four factors, namely, Behaviour Issues, Student Needs, Resource Issues and Professional Competency. The mean score of each of the ATIAS was compared by categories of eight descriptive variables.
Female respondents indicated more confidence in their professional competency to teach special needs children than male respondents.
Younger respondents and those with prior training in inclusion were more likely than their counterparts to believe that adequate resources were available to assist teachers to implement inclusion.
Advanced formal education was associated with a greater tolerance for negative behaviours (that are sometimes connected with special needs students) and with a more positive attitude toward special supports for students with sensory disabilities.
Special educators employed in Northern states were more likely than their southern counterparts to believe that students with behavioural issues should attend their neighbourhood schools.
Participants expressed their concerns that schools lack trained special education personnel, specialized materials and friendly infrastructure. Recommendations were made for the successful practice of inclusion in Nigeria.
Field survey headed by Chinedu Anaele
Dataville Research LLC
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