Teacher Attitudes and Perceptions of the Performance of Students with Special Needs in Nigeria

مرکز و کتابخانه مطالعات اسلامی به زبان های اروپایی

منو

" Teacher Attitudes and Perceptions of the Performance of Students with Special Needs in Nigeria "
Jimoh, Christiana Mazze, Candace

Document Type	:	Latin Dissertation
Language of Document	:	English
Record Number	:	1106759
Doc. No	:	TLpq2411743493
Main Entry	:	Jimoh, Christiana
	:	Mazze, Candace
Title & Author	:	Teacher Attitudes and Perceptions of the Performance of Students with Special Needs in Nigeria\ Jimoh, ChristianaMazze, Candace
College	:	Northcentral University
Date	:	2020
student score	:	2020
Degree	:	Ph.D.
Page No	:	150
Abstract	:	Negative teacher attitudes towards inclusive education tend to affect the achievement of students negatively and thus the overall success of the implementation of inclusive models of instruction. The specific problem addressed by this study was that inclusive education has not been appropriately addressed by Nigerian governments, specifically in the mainstreaming of disabled students; teacher attitudes on the program have also impacted the academic success of disabled students. The purpose of this qualitative case study was to learn teachers’ perceptions and attitudes of inclusive education programs toward student academic performance of physically disabled students who are mainstreamed into Nigerian public secondary schools. Qualitative research has been conducted to address the research questions for this study. A sample of 20 teachers from Nigerian public secondary schools was interviewed, observed and completed questionnaires. The findings show that the perception of teachers in Nigerian mainstream public secondary schooling concerning inclusive education is largely positive. Another finding is that teachers in Nigerian mainstream public secondary schooling practice inclusive education towards students with special needs. Thirdly, Nigerian teachers’ have a positive perception of performance among students with special needs when mainstreamed into Nigerian public secondary schools. These findings, and therefore implications from them, are specific to inclusive education within Nigerian mainstream public secondary schools and may not apply to inclusive education practices in other countries. Future researchers can study practices at other school levels such as elementary and middle to learn if those practices are similar, different and how they may contribute the performance of academic performance of students with special needs at the secondary level. Conducting studies in other school levels may provide other insights on inclusive education considered to be most important in those countries.
Subject	:	Special education