Attitude of Primary School Teachers Towards Inclusive Education in Nigeria: Contributions of Personality and Work Experience

Odo, Victor O.; Onah, Evelyn N.; Ujoatuonu, Ikechukwu V. N.; Okafor, Agnes E.; Chukwu, Agbara Smart; Juliet, Juliet; Nwufo, Nwufo; Karatu, Baba A.; Mefoh, Philip C.

doi:10.52291/ijse.2021.36.1

Cited by 8 publications

(11 citation statements)

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“…The given findings have important implications to education management in the country. In the first place, primary school teachers who lack basic understanding about concepts relating directly to dyslexia would ultimately not be able to recognise characteristics of dyslexia when teaching dyslectic children (Odo et al 2021;Sriano-Ferrer & Echegaray-Bengoa 2014;Wadlington & Wadlington 2005). If a teacher fails to recognise the characteristics of a dyslectic child, the teacher might be misled to label a pupil wrongly and this would inadvertently delay timely assessment and assistance.…”

Section: Discussionmentioning

confidence: 99%

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Development and validation of a teacher awareness questionnaire about dyslexia

Amah

Mefoh

Nubia

et al. 2023

South African Journal of Childhood Education

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Background: Dyslexia is a learning disability that affects children of school-going age and exists in all cultures and backgrounds. Dyslexic children are deficient in phonological awareness, which makes the children to fail to attain the skills of reading, writing and spelling commensurate with their intellectual abilities. Inadequate knowledge about the nature of dyslexia by primary school teachers results in poor categorisation of at-risk children.Aim: This study sought to achieve two objectives. The first was to develop and validate the Teachers Awareness Questionnaire (TAQ), while the second goal was to use the validated TAQ to assess primary school teachers’ level of awareness about dyslexia.Setting: Primary school teachers in Nsukka and nearby rural communities filled the TAQ and the Scale of Knowledge and belief about Developmental Dyslexia. Nsukka is called the university town and it is a slow-paced environment that is devoid of the usual hustle and bustle of most major towns in Nigeria.Methods: The cross-sectional design was employed to gather data for the measurement process. Data were analysed using bivariate correlations and descriptive statistics.Results: The TAQ has good internal consistency (r = 0.77) and an adequate convergent validity (r = 0.74, p 0.01). Results also reveal that primary school teachers possessed low level of awareness about dyslexia.Conclusion: The study findings show that primary school teachers in Nigeria lack the requisite knowledge about dyslexia. The study suggests psycho-education for primary school teachers to empower them with information about the condition.Contribution: This study measured primary school teachers’ level of awareness about dyslexia. The results showed that primary school teachers’ awareness about dyslexia is poor, and this suggests that the use of labels (e.g., dullard) by some primary school teachers to describe their pupils may be incorrect. The study recommend to School Management Boards to take action to improve the teachers level of awareness about dyslexia, which would promote early identification of dyslexic pupils and possible intervention.

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Section: Discussionmentioning

confidence: 99%

“…However, children living with dyslexia who receive appropriate educational intervention and treatment will have fewer problems with reading (Ikediashi 2012;Odo et al 2021;Wadlington & Wadlington 2005). Dyslexia is universal (e.g.…”

Section: Introductionmentioning

confidence: 99%

Development and validation of a teacher awareness questionnaire about dyslexia

Amah

Mefoh

Nubia

et al. 2023

South African Journal of Childhood Education

Self Cite

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“…Inclusive education is defined as education that accommodates all children regardless of their physical, intellectual, social, emotional, linguistic, or other conditions, which include children with disabilities, gifted children, working street children, children from the population nomads, children from ethnic or cultural minorities, and children from marginalized groups, the process of increasing the presence, participation, and achievement of all students, combating discriminatory attitudes and building an inclusive society (Bariffe & Pittas, 2021;Odo et al, 2021;UNESCO, 1994). Inclusive education has many benefits for students with special needs and normal students.…”

Section: Inclusive Education In Madrasa Of Indonesiamentioning

confidence: 99%

“…Students with special needs have the same opportunities as regular students to participate in various activities, and they are considered as someone who are not disabled ("Unicef ". n.d; Nur Baiti et al, 2021;Odo et al, 2021). The learning system promotes social diversity and acceptance of the fundamental rights of disabled children and makes students with special needs avoid discrimination by their environment (Kossewska et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

The Role of Teachers’ Teaching Strategies on Peer Acceptance: Study in Inclusive Madrasas in Indonesia

Kurniawati¹,

Mariyam

2022

IJSE

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"Madrasa is an educational institution in Indonesia that has unique in implementing inclusive education because it combines inclusive values in the Quran and Hadith, inclusive values proclaimed by UNESCO 1994 and inclusive values according to national education policies. One of the goals of inclusive education in madrasas is to foster peer acceptance. This study attempted to examine factors that foster peer acceptance in Inclusive Madrasa Ibtidaiyah. The participants of this study involved 930 students and 42 teachers of Inclusive Madrasa Ibtidaiyah in Indonesia. The study used the Peer Acceptance Scale (PAS) to measure peer acceptance and a social interaction teaching strategy measurement tool to measure teaching strategies. The results of the analysis found that teaching strategies significantly increase regular student peer acceptance of students with special needs. R2 = 0.029, F (1,928) = 28.107, p<0.001."

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“…pre-service ones (Singh & Biswal, 2018). Furthermore, conscientious personality and work experience can positively predict primary the teachers' attitudes towards the teaching profession (Odo, Onah, Ujoatuonu, Okafor, Chukwu, Juliet, Nwufo, Karat & Mefoh, 2021).…”

Section: Factors Affecting Attitudes Of Prospective Teachers Toward T...mentioning

confidence: 99%

Attitudes of Prospective EFL Teachers toward Teaching Profession

Masadeh

2022

ijeltal

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This study aimed to investigate Saudi Pre-service EFL teachers' attitudes toward the teaching profession. Viewpoints of Forty-two student teachers enrolled in the "Practicum" course offered by Najran University were investigated. Results of gathered data analysis showed that the attitudes of participating subjects were positive due to many factors. Among these factors is their belief that the EFL teaching profession is one of the most popular professions in Saudi Arabia. They seemed sure that EFL teaching as a noble, prestigious, and interesting profession would make them proud of themselves as teachers of English. In addition, their hope to be able to try applying their gained pedagogical and academic knowledge from teacher training courses at university significantly affected their positive attitudes. Therefore, the majority of them believed that with some kind of professional commitment, they would be successful EFL teachers.

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Attitude of Primary School Teachers Towards Inclusive Education in Nigeria: Contributions of Personality and Work Experience

Cited by 8 publications

References 0 publications

Development and validation of a teacher awareness questionnaire about dyslexia

Development and validation of a teacher awareness questionnaire about dyslexia

The Role of Teachers’ Teaching Strategies on Peer Acceptance: Study in Inclusive Madrasas in Indonesia

Attitudes of Prospective EFL Teachers toward Teaching Profession

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