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ABSTRACT
This study investigated the attitudes of teachers towards special education in the upper basic level of Oredo Local Government Area, Benin Metropolis. The attitudes of teachers towards special education play a critical role in the provision of inclusive education and the overall well-being of students with special needs. Understanding teachers' attitudes is essential for addressing challenges and fostering a supportive environment for students with disabilities or learning difficulties.
This study aimed to investigate the attitudes of teachers towards special education in Oredo local government area in Nigeria using a descriptive survey methodology. A total of 60 teachers were selected from upper basic level of various special schools in the area to participate in the study. Data was collected using a questionnaire to measure teachers' attitudes, beliefs, and practices in relation to special education.
Preliminary findings indicate a range of attitudes among teachers towards special education in the upper basic level of Oredo Local Government Area. While some teachers demonstrate positive attitudes and a willingness to embrace inclusive practices, others exhibit skepticism or resistance towards accommodating students with special needs. Factors such as inadequate training and resources, perceived lack of support from school administrators, and societal stigmatization contribute to variations in attitudes towards special education among teachers. The study's implications extend to policy and practice in the field of special education, highlighting the importance of targeted interventions to address barriers and enhance teachers' attitudes towards inclusive education. Recommendations include the provision of comprehensive training programs for teachers, increased support services for students with disabilities, and advocacy efforts to promote inclusive practices and change societal attitudes towards special education.
