Teachers’ attitudes towards inclusive education in primary schools in Lagos State, Nigeria

Primary Teachers’ attitudes towards inclusive education in Lagos State Nigeria is under-reported in the research literature. The purpose of the current study, therefore, was to bridge the gap in knowledge about inclusive education, children with special educational needs and/or disability and teachers’ attitudes in primary school settings in Lagos, Nigeria. Participant schools were randomly selected, and 120 questionnaires were distributed. Data comprised participants’ demographics, and a questionnaire, which was analysed using descriptive statistics, mean scores and standard deviation. Results of this mixed methods study showed that most primary teachers in Lagos had a negative attitude towards the inclusion of children with SEN/D. One of the key factors found to influence teachers’ attitudes towards inclusive education was individual teachers’ level of understanding about inclusive educational practices. Contrary to similar studies conducted in developed countries, our findings showed that Teachers’ attitudes were not significantly affected by their academic achievement, years of teaching experience and /or exposure to people with SEN/D, nor were attitudes affected by engaging in professional Special Educational Needs training. It is proposed therefore, that initial teacher education for primary teachers in Lagos State should focus on specific training for inclusive practices. Programmes should comprise knowledge and skills to help change teachers’ attitudes towards those children with SEN/D who attend regular schools