2024, Vol. 5, Issue 1, Part A
Teachers’ knowledge, perception and attitude towards the implementation of individualized educational plan in building an inclusive culture in Nigeria
Author(s): Oyeyinka Oladipupo Oluwawumi and Samson Oladayo Akinbile
Abstract: Every student in academic milieu has area of strength and weakness that exhibits his or her learning uniqueness. The learning needs of students differ from one another. Once the learning needs of a student are not lucidly recognized by the classroom teacher, the abuse of such student is inevitable. This study therefore focused on teachers’ knowledge, perception and attitude towards the implementation of Individualized Education Plan (IEP) in building inclusive culture in Nigeria. A sample of 81 teachers was randomly selected in some selected inclusive schools in Lagos state, Nigeria. Three main instruments used in the study to elicit information from respondents were Teachers’ Knowledge towards IEP in Building Inclusive Culture, Teachers’ Attitude towards Implementation of IEP in Building Inclusive Culture and Teachers’ perception towards Implementation of IEP in Building Inclusive Culture. The finding revealed the quintessential roles teachers’ knowledge, attitude and perception play in the implementation of IEP to build inclusive culture in Nigeria. Hence, it was recommended that teachers should endeavour to enrich their knowledge, increase positive attitude and have good perception towards the implementation of IEP in building inclusive culture in Nigeria.
Pages: 06-12 | Views: 100 | Downloads: 45
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How to cite this article:
Oyeyinka Oladipupo Oluwawumi and Samson Oladayo Akinbile. Teachers’ knowledge, perception and attitude towards the implementation of individualized educational plan in building an inclusive culture in Nigeria. International Journal of Childhood and Development Disorders. 2024; 5(1): 06-12.
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