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Teachers’ knowledge, attitude and practices of inclusive education in Nekemte town and its surrounding government primary schools

Dessalegn Terfassa Moti, Adugna Bersissa Merdassa, Kasech Tadesse Dessalegn

Abstract


This study was conducted to investigate teachers’ knowledge, attitude, and practices of inclusive education in Nekemte town and its surrounding government primary schools; and how their knowledge and attitude towards inclusion affect the practice of inclusive education. The participants of the study were primary school teachers and principals. Equal numbers of teachers were included into the study both from Nekemte town (62 teachers) and its surrounding government primary schools (62 teachers). One principal from each school, totally six principals were participated. Data was collected using a Likert type scale questionnaire. Descriptive statistics, hierarchical multiple regression, and series of one way MANOVA were used in the analysis. The result indicated that Primary school teachers had slightly moderate knowledge about inclusive education and predominantly neutral attitude towards inclusive education. The result also indicated that primary school teachers in the study area rarely practice inclusive education. Knowledge of the teachers significantly contributed to the practice of inclusive education, while attitude of teachers did not. No statistically significant differences were found between teachers due to their sex, training, teaching experience in their knowledge, attitude, and practices of inclusive education, while statistically significant difference was observed between urban and rural primary school teachers in their practices of inclusive education. Raising awareness of teachers about inclusive education, the need to equip teachers with theoretical knowledge and practical skill of inclusive education, and making school environment accessible are some of the  recommendations suggested.

Keywords: Inclusive education Teachers’ attitude Primary Schools Knowledge Practice




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