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An Assessment of English Language Teachers Knowledge,
Attitude to, and Practice of Inclusive Education in Secondary
Schools in Calaar, !igeria
(le)ander Essien *i+ot,-% Euc,aria #.iageli #.ie/e0ie% 1argaret 2,u/wura,% 3 4rancisca 2. #digwe
5epart+ent of 2urriculu+ and *eac,ing% 4acult- of Education% 6ni7ersit- of 2ala.ar% P18 1115% 2ala.ar
2ross 9i7er State% Nigeria
:profale)t;g+ail.co+

Astract
*,e paper e)a+ined t,e prospects of Education for (ll t,roug, t,e pris+ of Englis, language teac,ers<
/nowledge a.out inclusi7e education% attitude to inclusi7e education as well as t,e practice of inclusi7e
education in secondar- sc,ools in 2ala.ar% 2ross 9i7er State. *went- eig,t teac,ers responded to a
=uestionnaire on t,eir /nowledge a.out% attitude to and practice of inclusi7e education. 6sing .ot, =uantitati7e
and =ualitati7e +et,odologies% findings s,owed t,at +a>orit- of t,e teac,ers ,ad li+ited /nowledge a.out
inclusi7e education? +a>orit- ,ad negati7e attitudes and little or no e)perience in inclusi7e education.
9eco++endations were +ade"
Keywords# education for all% inclusi7e education% attitude% @nowledge% disa.ilit-

$" Introduction
(ccording to t,e 6nited Nations (2&11 docu+ent% o7er 1&A or B5& +illion people in t,e world li7e wit,
disa.ilities% w,ile 15& +illion of t,is nu+.er are c,ildren (6nited Nations% 2&11. 6NES2# furt,er o.ser7ed
t,at +ore t,an !&A of t,ese c,ildren are in de7eloping countries w,ere t,e- are usuall- e)cluded fro+ education%
e+plo-+ent and ot,er socio-econo+ic opportunities. It can .e deduced% t,erefore% t,at Nigeria .eing a
de7eloping countr- ,as a si0a.le percentage of t,e e)cluded. Per,aps t,is is one of t,e reasons t,e countr- ,as
e+.raced con7entions t,at pro+ote e=ual opportunities for all c,ildren.
Nigeria is a signator- to t,e 1CC& Jo+tien declaration of t,e Dorld 2onference on Education for (ll (D2E4(.
(rticle 1 stated t,at E$E9E (our e+p,asis person% c,ild% -out, and adult s,all .e a.le to .enefit fro+
educational opportunities designed to +eet t,eir .asic needs. (not,er declaration to w,ic, Nigeria is a signator-
is t,e Sala+anca 4ra+ewor/ for (ction% (rticle 3 (1CC' w,ic, indicates t,at% FGsc,ools s,ould acco++odate
all c,ildren regardless of t,eir p,-sical% intellectual% e+otional% social% linguistic or ot,er conditions.H (6NES2#%
2&&7. *,e Education for (ll (E4( progra++e was reaffir+ed in t,e 5a/ar 4ra+ewor/ for (ction (2&&&I FIn
order to attract and retain c,ildren fro+ +arginalised and e)cluded groups% education s-ste+s s,ould respond
fle)i.l- Geducation s-ste+ +ust .e inclusi7e% G and responding fle)i.l- to t,e circu+stances and needs of all
learnersGH (6NES2# 2&&7..
*,e /e-words in t,e state+ent are F+arginali0edH and Fe)cludedH. 1an- groups are e)cluded and +arginali0ed
in Nigeria. *,e- include t,ose e)cluded on account of po7ert-% gender% religion% race% pig+entation% a.ilit-% or
disa.ilit-. 4or t,e purpose of t,is stud-% our focus is on t,ose +arginali0ed for ,a7ing ot,er a.ilities% or t,ose
co++onl- called disa.led. #ur in=uir- is into ,ow t,e Education for (ll (E4( polic- finds e)pression in t,e
Englis, Janguage class.
9egarding E4(% 6NES2# (2&1& argues t,atI
*,e goal of education for all will onl- .e ac,ie7a.le w,en all nations recogni0e t,at t,e uni7ersal rig,t to
education e)tends to all and w,en all nations act to esta.lis, or refor+ pu.lic education s-ste+s t,at are
accessi.le to +eet t,e needs of indi7iduals wit, disa.ilities (p 2.
In ot,er words% education for all will onl- .e an e7er receding ,ori0on unless t,e +ainstrea+ educational s-ste+
.eco+es fluid enoug, to acco++odate c,ildren of 7ar-ing a.ilities% especiall- t,e p,-sicall- c,allenged. *,e
i+plication is t,at e7er- classroo+ s,ould .e accessi.le to c,ildren irrespecti7e of t,eir p,-sical% sensor-% or
ps-c,ological c,allenges. #ne of suc, classroo+s s,ould .e t,e Englis, language classroo+.
Englis, language is an official language in Nigeria and one of t,e core su.>ects in t,e secondar- sc,ool
curriculu+. 4acilit- in Englis, does not onl- confer co++unicati7e ad7antage% .ut it pro7ides access to
infor+ation% and furt,er education. 4or E4( to .e a realit-% t,e Englis, language class a.o7e all s,ould not
e)clude an- c,ildren on account of t,eir a.ilit- or disa.ilit-.

%" Literature review
D,at is inclusi7e educationK *,e European (genc- for 5e7elop+ent in Special Needs Education (2&12 citing
1ei>er (2&&3 pro7ides an operational definition of inclusi7e settings asI FG t,ose educational settings w,ere
pupils wit, special needs follow t,e largest part of t,e curriculu+ in t,e +ainstrea+ class alongside peers
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wit,out special educational needs.H (p.C Inclusi7e education according to (>uwon (2&12 is a process of
en,ancing t,e capacit- of t,e education s-ste+ to acco++odate di7erse learners% adding t,at special needs
c,ildren ,a7e a rig,t to .enefits fro+ Fa full sc,ool e)perience% wit, needed +odifications and supports%
alongside t,eir peers wit,out disa.ilities w,o recei7e general education.H
*,e newl--re7ised National Polic- on Education ,as gi7en attention to inclusi7e education of c,ildren and -out,
wit, special needs in +ainstrea+ sc,ools (National Polic- on Education% 2&&!. (ccording to (>uwon (2&&!%
t,e National Education Polic- docu+ent% a+ong ot,er t,ings% re=uires t,at special needs c,ildren% wit, t,eir
7ar-ing a.ilities .e gi7en access to education in en7iron+ents t,at are conduci7e and less restricti7e. Lowe7er%
Es/a- and (ngie (2&13 ,a7e criticised t,e Nigeria go7ern+ent and educational ad+inistrators for failing to
pro7ide resources to facilitate t,e pro7ision of inclusi7e education in sc,ools.
2.1. The role of teachers
Inclusion of students wit, special needs will re=uire teac,ers w,o are /nowledgea.le a.out t,e concept% if not
t,e practice% of inclusi7e education and +ainstrea+ing. @,an (2&12 in7estigated teac,ersM /nowledge of
inclusi7e education and reported t,at +ost teac,ers agreed t,at t,e- lac/ed .asic and practical /nowledge a.out
inclusi7e education. In t,is regard% Nto+.ela% (2&&C ,as argued t,at effecti7e i+ple+entation of +ainstrea+ing
,inges on teac,ers< /nowledge.
(not,er factor ger+ane to t,e success of inclusi7e education% according to @ern (2&&B% is t,e educator<s attitude
and preparedness to acco++odate students w,o ,a7e disa.ilities. Las/ell (2&11 is of t,e opinion t,at inclusi7e
education re=uires teac,ers t,at are prepared to deal wit, full arra- of learning re=uire+ents% ,a7e ac=uired
/nowledge and s/ills% ,a7e an appropriate grasp of curriculu+ and assess+ent practices and are responsi7e to t,e
needs of all c,ildren.
So+e studies ,a7e s,own t,e relations,ip .etween educators< =ualification and t,eir attitude towards inclusi7e
education. (-uwon (2&12 in7estigated t,e attitudes toward inclusi7e education ,eld .- 1'1 special educators in
Nigeria and found a greater tolerance for negati7e .e,a7iours so+eti+es associated wit, students wit,
disa.ilities wit, increasing for+al education. 1ultiple co+parison tests s,owed significant differences in +eans
.etween 1asterMs 7ersus N2E (pN&.&&1 or 8ac,elorMs (pO&.&&B% and .etween 5octorate 7ersus N2E (pN&.&&1
or 8ac,elorMs (pN&.&&1. *,erefore% le7el of acade+ic =ualification was seen to influence attitude to inclusion.
*,is confir+s 2,e+era<s (2&&5 earlier su.+ission t,at researc, indicates t,at regular sc,ool teac,ers in
de7eloping countries e)press positi7e attitudes towards t,e inclusion of c,ildren wit, disa.ilities.
4urt,er+ore% 4a/olade% (deni-i 3 *ella (2&&C found t,at fe+ale teac,ers ,ad +ore positi7e attitude towards
t,e inclusion of special needs students t,an t,eir +ale counterparts. 4urt,er+ore% t,eir results re7ealed t,at
significant differences e)isted .etween +arried and single teac,ers in t,eir attitude towards special need students%
and professionall- =ualified teac,ers tended to ,a7e a +ore fa7oura.le attitude towards t,e inclusion of special
need students t,an t,eir non-professionall- =ualified teac,ers.
Lowe7er% 2,are+a (2&&5 e)presses fear t,at despite ent,usias+ a.out inclusion education in de7eloping
countries% w,olesale inclusion could turn regular sc,ools into du+ping grounds for t,e disa.led if great care is
not ta/en to ensure t,at t,e disa.le are .enefiting fro+ t,e +ainstrea+ing. 5espite 2,e+era<s +isgi7ings a.out
de7eloping countriesM preparedness to i+ple+ent inclusi7e education% t,e aut,or declaresI
5e7eloping countries can no longer afford to /eep on t,eori0ing w,ile +illions of c,ildren wit, disa.ilities
continue to .e +arginali0ed% segregated% 7iewed as o.>ects of pit- and disad7antaged .ot, in sc,ool and in
societ-. *i+e ,as co+e for professionals% parents and ,eads of go7ern+ents of de7eloping countries to pull t,eir
resources toget,er and create e=ual opportunities% conduci7e learning en7iron+ents and social >ustice for
c,ildren wit, disa.ilities. 5e7eloping countries are lagging .e,ind in /eeping a.reast wit, t,e c,anges in special
education (.para '.

&" 'ethodology
*,e stud- used .ot, =uantitati7e and =ualitati7e +et,odologies to in7estigate t,e attitude of Englis, Janguage
teac,ers towards inclusion of students wit, sensor- and p,-sical needs in t,e regular classroo+ education. *,e
in=uir- also included t,e e)tent of teac,ers< /nowledge a.out inclusi7e education% and practice of inclusi7e
education.
#ur c,oice of Englis, language is .ecause Englis, language is a core su.>ect in t,e curriculu+ and Englis,
language teac,ers ,a7e no c,oice a.out w,o s,ould or s,ould not offer Englis,. 8esides% since a credit in
Englis, language is a prere=uisite for ad+ission into tertiar- education% t,e Englis, class needs to .e FopenH to
students of di7erse sensor- and p,-sical c,allenges and gi7e t,e+ e=ual opportunit- to .e launc,ed into t,e ne)t
le7el of education. 1oreo7er% since t,ree of t,is paper aut,ors ,ad taug,t Englis, language at t,e secondar-
sc,ool le7el for o7er a decade% t,e- are fa+iliar wit, t,e structure and pedagog- of t,e regular Englis, Janguage
class and appreciate t,e need and t,e c,allenges of +a/ing t,e Englis, class inclusi7e.
3.1. Research questions
4or t,e =uantitati7e data anal-sis t,e following researc, =uestions were posedI
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1. *o w,at e)tent are Englis, teac,ers /nowledgea.le a.out inclusi7e educationK
2. D,at is teac,ers< attitude towards inclusi7e educationK
3. *o w,at e)tent is inclusi7e education currentl- practiced .- Englis, language teac,ers in secondar-
sc,oolsK
3.1.1 Quantitative data collection procedure
4or =uantitati7e data% a =uestionnaire titled Inclusi7e @nowledge (ttitude Sur7e- (I@(S% w,ic, was partl-
constructed .- t,e researc,ers and partl- adapted fro+ Dilc0ens/i<s (1CC2 Puestionnaire of *eac,ers< (ttitudes
toward Inclusi7e Education (P*(*IE% was ad+inistered to 37 Englis, language teac,ers in 2ala.ar. *,e
teac,ers were drawn fro+ go7ern+ent-owned and pri7atel--owned secondar- sc,ools in 2ala.ar 1unicipalit-
and 2ala.ar Sout,. *,ere are 22 pu.lic secondar- sc,ools and 1! pri7ate secondar- sc,ools (Post Pri+ar-
Sc,ool 1anage+ent 8oard% 2&12. *,e sc,ools were purposi7el- selectedI a 6ni7ersit- secondar- sc,ool% a
federal go7ern+ent college% one pri7ate secondar- sc,ool and t,ree state go7ern+ent sc,ools. *,e selection of
teac,ers followed accidental sa+pling. Since t,ere were on t,e a7erage 2 Englis, Janguage teac,ers per sc,ool%
onl- a7aila.le teac,ers and t,ose w,o ga7e 7er.al consents were used for t,e stud-. *went- eig,t Englis,
language teac,ers participated in t,e stud-.
*,e =uestionnaire ,ad t,ree sections. Section ( elicited .iograp,ical data suc, as se)% -ears of teac,ing
e)perience% ,ig,est educational =ualification% and ,a7ing a close relati7e wit, an- for+ of disa.ilit-. Section 8
elicited infor+ation on /nowledge a.out and practice of inclusi7e education. Eig,t ite+s to w,ic, participants
were to respond eit,er Ees or No +easured /nowledge a.out inclusi7e education. 2orrect responses were scored
2 w,ile incorrect responses were scored 1. *wo ite+s +easured practice of inclusi7e education. Section 2 was a
ten Q ite+% four-point scale wit, responses suc, asI Strongl- disagree (1 5isagree (2% (gree (3 and Strongl-
(gree ('. *,e section elicited data on teac,ers< attitude towards inclusi7e education. Si+ple percentages were
used in anal-sing t,e data.
3.2. Qualitative data collection procedure
4or =ualitati7e data% si) teac,ers - fi7e fe+ale and one +ale - accepted to .e inter7iewed after t,e- were assured
t,at t,e inter7iew was for researc, purposes and t,at t,eir real na+es would not .e used unless t,e- aut,orised.
Na+es used for t,e inter7iewees are% t,erefore% pseudon-+s.
*,e =uestions to w,ic, t,e- responded wereI
1. D,- would -ou or would not send -our p,-sicall- c,allenged c,ild to a regular sc,oolK
2. D,at would .e -our reaction if a disa.led c,ild is transferred to -our classK
*,e reason for inter7iewing t,e+ was to pro.e deeper% .e-ond t,e data got fro+ t,e structured =uestionnaire%
into teac,ers< perspecti7es towards inclusi7e education and to unra7el t,e reasons .e,ind teac,ers< attitudes. #f
t,ose inter7iewed% onl- two ,ad close relati7es t,at ,ad an- p,-sical or sensor- needs. (ll ,ad /nown so+eone
w,o ,ad close relati7es wit, disa.ilit-. *,e responses were recorded in one of t,e researc,ers< note.oo/. *,e
inter7iewees ,ad t,eir responses read .ac/ to t,e+ for affir+ation or +odification. *,eir responses were later
t-ped and sa7ed in a co+puter ,ard dri7e and in a flas, dri7e as well as online in t,e e-+ail docu+ent folder of
one of t,e researc,ers. *,en t,e responses were colour-coded using 1icrosoft word. @e-words% p,rases and
t,e+es were isolated and related /e-words and p,rases or t,e+es were ,ig,lig,ted using si+ilar colours.
$er.ati+ =uotes fro+ t,e respondents were presented as data.

(" )esults
In t,is section% t,e results of t,e =uantitati7e and =ualitati7e data anal-ses are presented. *,is is done according
to t,e researc, =uestions.
4.1.. To what extent are English teachers knowledgeale aout inclusive educationK
*,e +ean score of teac,ers on t,e ite+s +easuring /nowledge a.out inclusi7e education was 12.5. *,e
+a)i+u+ score was 1B and t,e +ini+u+ was !. *,ose w,o scored .etween ! and 12 were categorised as
,a7ing inade=uate /nowledge% w,ile t,ose w,o scored 13 to 1B were categorised as ,a7ing ade=uate /nowledge.
*,e anal-ses using si+ple percentage s,owed t,at 57 per cent of t,e participants ,ad inade=uate /nowledge of
inclusi7e education% w,ile '3 percent ,ad ade=uate /nowledge. *,e result is presented in 4igure 1.

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4igure 1 E)tent of Englis, teac,ers< /nowledge a.out inclusi7eness education
4. 2 D,at is teac,ers< attitude towards inclusi7e educationK
Puantitati7e data anal-sis re7ealed t,at w,ereas B5.21 percent of t,e participant ,ad negati7e attitudes towards
inclusi7e education% 3'.7C percent ,ad positi7e attitudes towards inclusi7e education. *,e result is presented in
figure 2.
'.3. To what extent is inclusive education practiced ! English language teachers in secondar! schools"
8ased on t,e responses to t,e =uestionnaire% onl- ' out of 2! Englis, Janguage teac,ers reported ,a7ing an-
e)perience teac,ing c,ildren wit, disa.ilities. *,at +eans
p,-sicall- c,allenged students w,ile !5.7 percent ,ad no suc, e)perience. *,is is presented in figure 3.
#igure 3. Extent of English $anguage teachers% practice of inclusive education

0
10
20
30
40
50
60
Adequate
0
10
20
30
40
50
60
70
Positive
0
20
40
60
80
100
Practice
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3B
4igure 1 E)tent of Englis, teac,ers< /nowledge a.out inclusi7eness education
D,at is teac,ers< attitude towards inclusi7e educationK
Puantitati7e data anal-sis re7ealed t,at w,ereas B5.21 percent of t,e participant ,ad negati7e attitudes towards
inclusi7e education% 3'.7C percent ,ad positi7e attitudes towards inclusi7e education. *,e result is presented in
ent is inclusive education practiced ! English language teachers in secondar! schools"
8ased on t,e responses to t,e =uestionnaire% onl- ' out of 2! Englis, Janguage teac,ers reported ,a7ing an-
e)perience teac,ing c,ildren wit, disa.ilities. *,at +eans 1'.3 percent ,ad so+e for+ of e)perience teac,ing
p,-sicall- c,allenged students w,ile !5.7 percent ,ad no suc, e)perience. *,is is presented in figure 3.
#igure 3. Extent of English $anguage teachers% practice of inclusive education
Adequate Inadequate
Knowledge about
Inclusive ducation
Positive !egative
Attitude to
Inclusive ducation
Practice !o Practice
Practice o"
Inclusive ducation
www.iiste.org

Puantitati7e data anal-sis re7ealed t,at w,ereas B5.21 percent of t,e participant ,ad negati7e attitudes towards
inclusi7e education% 3'.7C percent ,ad positi7e attitudes towards inclusi7e education. *,e result is presented in

ent is inclusive education practiced ! English language teachers in secondar! schools"
8ased on t,e responses to t,e =uestionnaire% onl- ' out of 2! Englis, Janguage teac,ers reported ,a7ing an-
1'.3 percent ,ad so+e for+ of e)perience teac,ing
p,-sicall- c,allenged students w,ile !5.7 percent ,ad no suc, e)perience. *,is is presented in figure 3.

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4.4. Results of qualitative data anal!sis.
*,e result of t,e =ualitati7e data anal-sis is presented in t,is section.
4.4.1. &ould teachers send their ph!sicall! challenged children to a regular school"
*,e anal-sis of t,e =ualitati7e data re7ealed reasons .e,ind teac,ers< attitude to inclusi7e education.
9espondents to t,e inter7iew were as/ed if t,e- would send t,eir c,ildren to regular sc,ools. *wo of t,e
respondents would not send t,eir c,ildren to regular sc,ools. #ne of t,e+ 1s 1agre. said
H t,e-<re supposed to go to special sc,ool .ecause in special sc,ool pro7ision is +ade for t,e+.
4or e)a+ple% if -ou<re .lind -ou get 8raille? if -ou can<t ,ear -ou<re gi7en ,earing aid or taug,t
,ow to co++unicate.H
1rs 2E ,as a close relati7e w,o is deaf and du+.. Ler reactionI
FD,at forKH It<s not possi.le. *,e- won<t feel co+forta.le in a regular class. De ,a7e sc,ools for
t,e ,andicapped. #ne is owned .- t,e go7ern+ent. *,e ot,er pri7ate Q (na+ed a sc,ool.H
S,e found t,e idea of attending a regular sc,ool preposterous% w,en t,ere are sc,ools for t,e ,andicapped.
S,e% ,owe7er% raised t,e issue of a disa.led person not feeling co+forta.le in a regular class. #t,er
respondents also raised t,e issue of t,e disa.led c,ild<s feelings.
1ada+ Eda/ .elie7es t,at not all disa.led c,ildren s,ould attend regular sc,ools. S,e said t,e p,-sicall-
disa.led could cope% .utI
FSo+e li/e deaf and du+. will feel e+.arrassed. *,en ot,er students +ig,t insult t,e+. 8ut if
t,e- are wit, ot,ers w,o ,a7e t,e sa+e pro.le+s. *,e-<ll sa- s,e is li/e +e. So t,e- can ,elp
eac, ot,er and not feel e+.arrassed.H
#n t,e w,ole% onl- two of t,e inter7iewees co+pletel- re>ected t,e idea of +ainstrea+ing. #ne accepted
t,at s,e would send c,ildren wit, so+e for+s of disa.ilit- suc, as t,ose wit, +otion pro.le+s to regular
sc,ools .ut would not send c,ildren wit, 7isual% aural or ot,er sensor- disa.ilities.
*,ree teac,ers accepted t,at if t,e- ,ad c,ildren w,o were disa.led t,e- would send t,e+ to regular
sc,ools. #ne of t,e+% 1r E-e ,ad a niece w,o is p,-sicall- c,allenged% and w,ose e)perience infor+ed
,is decision.
1- niece ,ad a slig,t speec, pro.le+ and t,e +o+ was afraid of ot,er /ids +a/ing fun of ,er.
So s,e sent ,er to sc,ool for t,e deaf and du+.. (fter a.out a -ear% t,at girl canMt tal/ again%
onl- signs wit, ,ands. Lis +a+a said% Rw,at trou.leSR and re+o7ed ,er i++ediatel- to a
nor+al sc,ool. Now s,eMs spea/ing% t,oug, not perfect...
4.4.2 &hat would e teachers% reaction if a disaled child were transferred to their class"
*,e teac,ers were as/ed w,at t,eir reactions would .e if a disa.led c,ild were transferred to t,eir class.
D,en as/ed w,at ,is reaction would .e if ,e ,ad a .lind c,ild transferred to ,is class% 1r E-e s,owed
alar+%
(re -ou /iddingK I+possi.leS D,at a+ I supposed to doK Ti7e sig,tK Dell% if I tal/% t,e /id
will ,ear. D,at ,appens w,en I write on t,e .oardK Dell% I can read w,at I wrote...8ut if itMs
an i+.ecile% old .o-% IMll .e ,elpless. Special sc,ool is .est for so+e of t,e /ids% e)cept -ou
,a7e special training.
(not,er respondent was as/ed w,at ,er reaction would .e if a disa.led c,ild was posted to ,er class% s,e s,owed
7isi.le alar+. 8ut said%
If t,e-<re .lind% t,at<ll .e a pro.le+. D,at can -ou doK It<s useless. I t,in/ t,e- are .etter off
in a special sc,ool. 8ut a person w,o ,as pro.le+ wit, ,and or leg% one can +anage. 8ut .lind%
deaf and du+.% I<ll resign.
#nl- two teac,ers w,o t,e+sel7es ,a7e ,ad e)perience teac,ing in an inclusi7e pri7ate sc,ool said t,e- would
tr- t,eir .est. *wo e)pressions w,ic, t,e two teac,ers used fre=uentl- w,ile narrating t,eir e)perience of
teac,ing disa.led c,ildren were F it<s not eas-H or F a real c,allengeH

*" +iscussion of findings
In t,is stud- we tried to find out /nowledge of% attitude towards% and practice of inclusi7e education a+ong
Englis, language teac,ers in 2ala.ar. #ur results s,owed t,at +a>orit- of Englis, language teac,ers in 2ala.ar
,ad inade=uate /nowledge a.out inclusi7e education as well as negati7e attitude irrespecti7e of t,eir gender or
-ears of e)perience. *,e findings co,ere wit, @ern (2&&B% w,o in a re7iew of studies of teac,ers< attitude to
specific ite+s of inclusi7e education% reported t,at an a7erage of onl- '&.5A of general education teac,ers
conceptuall- agreed wit, inclusion. *,is see+s to do7etail wit, our findings t,at onl- 3' percent of Englis,
language teac,ers ,ad positi7e attitude towards inclusi7e education.
4ro+ t,e inter7iews% so+e respondents ,a7e reacted wit, Ri+possi.leR% Rnot possi.leR% RitMs uselessR RIMll .e
,elpless.R Suc, e)pressions see+ to s,ow t,at t,e teac,ers are o7erw,el+ed .- t,e prospect .ecause of t,eir
incapacit- to ,andle an inclusi7e class. *,erefore% it is possi.le t,at t,e negati7e attitudes .elie t,e teac,ersM
,andicap rat,er t,an unwillingness. Per,aps% teac,ers +erel- +irror t,e attitude of t,e societ-. Es/a- and (ngie
Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline
$ol.5% No.21% 2&1'

3!
(2&13 ,a7e co++ented on R...t,e unfa7ora.le attitude of t,e societ- towards c,ildren wit, disa.ilitiesR(p.31B.
4urt,er+ore% Legart- (2&&1 cited .- @,an (2&11 ,as criticall- e)a+ined inclusi7e education and ,as
concluded t,at including c,ildren wit, special needs in regular sc,ools is neit,er desira.le nor practica.le.
Lergart-<s concerns agree wit, t,e 7iews of one of t,e respondents. #ne of t,e inter7iewees% 1s 1agre.% ,ad
responded t,at c,ildren wit, disa.ilities are FsupposedH to attend special sc,ools. S,e assu+ed special sc,ools
are t,e nor+ for t,e disa.led. Ler FsupposedH .etra-ed ,er assu+ption. 8ut a 7ital co+ponent of ,er reason t,at
t,ere are pro7isions in a special sc,ool w,ic, +a- .e lac/ing in a regular sc,ool agrees wit, Jips/- and
TartnerUs(1CCC argu+ent t,at inclusi7e education ,as few positi7e outco+es for special needs c,ildren .ecause
t,e- need specialised ser7ices t,at can onl- .e pro7ided outside regular classroo+s.
@,an (2&12 ,as conceded t,at attitudes to inclusi7e education were co+ple) and 7aried. (lt,oug, t,e European
(genc- for Special Education Needs (2&13 ad+its t,at certain attitudes or .eliefs de+and certain /nowledge or
le7el of understanding and s/ills in order to i+ple+ent t,is /nowledge in a practical situation% often% +ere
conceptual /nowledge does not translate to c,ange in attitude or practice. *eac,ers +a- ,a7e /nowledge a.out
t,e +eaning of inclusi7e education .ut wit,out /nowledge of t,e processes and t,e operations of inclusi7e
education% w,ic, is usuall- ac=uired .- for+al training% attitude +ig,t not c,ange.
( 7er- crucial point raised .- +an- of t,e inter7iewees ,ad to do wit, t,e feelings of t,e disa.led and t,e
reaction of ot,er students. *,e following e)pressions were e)tracted fro+ t,e dataI
...ot,er /ids +a/ing fun of ,er....
...ot,er students +ig,t insult t,e+....
...will feel e+.arrassed....
...wonMt feel co+forta.le....
*,at is w,- t,e i+ple+entation of inclusi7e education s,ould first sensitise t,e people a.out t,e disa.led and
t,e need for t,e+ to stud- in regular sc,ools.

," )ecommendations
9egarding inclusi7e education% ,urried and ,arried approac, to i+ple+entation +ig,t .e counter-producti7e
unless certain .ac/ground steps are ta/en. De% t,erefore% reco++end t,e followingI

1. Indi7iduals% organisations and go7ern+ent s,ould conduct pu.lic enlig,ten+ent and sensiti0ation a.out
t,e rig,ts of t,e disa.led and t,e i+portance of +ainstrea+ing. People need to accept disa.led people
as legiti+ate +e+.ers of t,eir co++unities. *,e pu.lic need to .e aware of t,e i+plications and
ad7antages of inclusi7e education.
2. Sc,ool structures and resources s,ould .e in place to cater for c,ildren of di7erse needs. E)isting
structures s,ould .e re+odelled to gi7e greater access to c,ildren wit, disa.ilit-. E7en pu.lic utilities
s,ould .e re+odelled si+ilarl-.
3. *eac,ers% not onl- special education teac,ers% s,ould .e trained on ,ow to +anage an inclusi7e
classroo+. *eac,er education s,ould integrate inclusi7e education into teac,er training curriculu+. In
addition% wor/s,ops and se+inars s,ould .e organi0ed .- e)perts in Special Needs Education for
ser7ing teac,ers.
'. To7ern+ents s,ould esta.lis, pilot inclusi7e sc,ools so t,at suc, sc,ools can ser7e as e)peri+ental
grounds and +odels for t,e practice of inclusion. In addition% pri7ate institutions% practicing inclusion
s,ould .e encouraged .- go7ern+ent t,roug, grants or e)e+ption fro+ education ta).

-" Conclusion
*,e stud- assessed .- +i)ed +et,odolog- t,e /nowledge of Englis, Janguage teac,ers a.out inclusi7e
education% t,eir attitude to inclusi7e education and practice e)perience. 4indings s,owed t,at +a>orit- of t,e
teac,ers ,ad li+ited /nowledge a.out inclusi7e education? +a>orit- ,ad negati7e attitudes and little or no
e)perience in inclusi7e education. *,is s,ows t,at at least for t,e population of teac,ers in t,is stud-% inclusi7e
education and% .- e)tension% education for all is not -et a realit-.
Since education for all is not >ust a destination .ut a 7e,icle for national de7elop+ent and glo.al co+petiti7eness%
and in 7iew of Nigeria<s ,uge in7est+ent of a.out 1B& .illion naira in ,er pursuit of t,e 6ni7ersal 8asic
Education% t,e federal and state go7ern+ents s,ould e)plore .otto+-up approac,es to polic- i+ple+entation.
*,ese +a- include +ass +o.ilisation and enlig,ten+ent% teac,er training% sc,ool plant reconstruction for
increased access% and utilisation of pu.lic-pri7ate partners,ip in inclusi7e education.

)eferences
(>uwon% P. 1. (2&&!.Inclusi7e education for students wit, disa.ilities in NigeriaI 8enefits% c,allenges and
polic- i+plications. 'nternational (ournal of )pecial Education *ol 23 +o 3
(>uwon% P. 1. (2&12.1a/ing inclusi7e education wor/ in NigeriaI E7aluation of special educatorsM attitudes.
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$ol.5% No.21% 2&1'

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of t,e Sa,ara. Inclusi7e and Supporti7e Education 2ongress International Special Education 2onference on
InclusionI 2ele.rating 5i7ersit-K 1st - 't, (ugust 2&&5. Tlasgow% Scotland. 9etrie7ed Bt, Jul- 2&13 fro+
http,--www.isec2002.org.uk-isec-astracts-papers3c-chare4a35.sht4l
Elewe/e% 2. J. 3 9odda% 1. (2&&&. En,ancing Inclusi7e Education in 5e7eloping 2ountries 9etrie7ed B
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2&13 fro+ http,--www.isec2000.org.uk-astracts-papers3e-eleweke31.ht4
European (genc- for 5e7elop+ent in Special Needs Education (2&12 5e7elop+ent of a set of indicators for
inclusi7e education in Europe. 9etrie7ed fro+I www.european-agenc-.orgV...inclusi7e-educationV...VIndicators-
EN.pdf
Es/a-% 1.% (ngie% #. (2&13.Jearners wit, disa.ilities in an inclusi7e education setting in NigeriaI I+plications
for ad+inistrators. 6)78hina Education Review 9: ISSN 21B1-B2'! 3% (5% 313-31!
4a/olade #.(% (deni-i S. #%. *ella (. (2&&C (ttitude of teac,ers towards t,e inclusion of special needs
c,ildren in general education classroo+I t,e case of teac,ers in so+e selected sc,ools in Nigeria . 'nternational
Electronic (ournal of Ele4entar! Education 1% (3% June% 2&&C. ISSNI13&7-C2C!. Retrieved 1
th
(ul! 2013 fro4
http,--www.ie5ee.co4-1333200.-tella.pdf
Las/ell% S. L. .2&11/" 2onference on Inclusi7e Education for 2,ildren wit, 5isa.ilities. 1oscow% 27-2C
Septe+.er 2&11. 9etrie7ed 7
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Jul- 2&12 fro+I www.unicef.orgVceecisV1.Si+on.ppt)
@ern% E.% (2&&B RSur7e- of *eac,er (ttitude 9egarding Inclusi7e Education Dit,in an 6r.an Sc,ool 5istrictR.
P,iladelp,ia 2ollege of #steopat,ic 1edicine. Ps-c,olog- 5issertations. Paper 7&. 9etrie7ed 5
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fro+I ,ttpIVVdigitalco++ons.pco+.eduVdoVsearc,VK=
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6NES2# (2&&7a F6NES2# Inclusi7e EducationH. 6NES2#.I http--www.unesco.org-education-sne
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6nited Nations (2&11. 4acts,eet on persons wit, disa.ilities. 6nited Nations e-na.le.
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Ale0ander Essien Timothy is a Nigerian. Le ,olds a +aster<s and a P, 5 in 2urriculu+ studies fro+ t,e
6ni7ersit- of 2ala.ar wit, specialisation in language arts education. Lis interests include% inclusi7e education%
=ualitati7e researc,% arts .ased researc,% researc, upta/e and ,ig,er education =ualit-. Le ,ad taug,t Englis,
language in secondar- sc,ools for o7er 25 -ears .efore >oining t,e uni7ersit- of 2ala.ar. Le teac,es language
teac,ing +et,odologies.

Eucharia 1iageli 1ie2e3ie is 'B -ears% +arried wit, c,ildren. S,e ,olds a +aster<s degree in Educational
(d+inistration and a P,5 in 2urriculu+ Studies% wit, specialisation in language arts education. Lis interests
include% inclusi7e education% =ualitati7e researc,% arts .ased researc,% researc, upta/e% ,ig,er education =ualit-%
and e+otional intelligence. S,e teac,es Janguage (rts Education in t,e 6ni7ersit- of 2ala.ar.

'argaret Chu2wurah is a lecturer in t,e 6ni7ersit- of 2ala.ar and wor/ing on a P,5 in teac,er education.
Ler interests includes inclusi7e education% =ualitati7e researc,% arts .ased researc,% and in-ser7ice education.

4rancisca 1digwe is a lecturer in t,e 6ni7ersit- of 2ala.ar specialising in educational ad+inistration. S,e is
doing a P,5 in Educational ad+inistration and planning. Ler interests include inclusi7e education% ,ig,er
education funding and inno7ation.





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