PRESCHOOL TEACHERS’ PERCEPTION TOWARDS INCLUSIVE EDUCATION IN ILORIN SOUTH LOCAL GOVERNMENT AREA OF KWARA STATE

Kayode Ezecheal Obafemi, Olarewaju Yahaya, Oladipo Olaniyan Adegoke, Adewale Alaro Hamzat Rasheed, Ndagi Yahaya Mohammed

Abstract


 

 

The study examined teachers’ perception towards inclusive education. The study adopted descriptive survey research design. A number of 169 preschool teachers were randomly selected to participate in the study. One research question was raised and two hypotheses were formulated. One research instrument titled ‘Questionnaire on Preschool Teachers’ Perception towards Inclusive Education (QPTPIE)’ was used for data gathering. QPTPIE was validated and tested for reliability. Test-retest method of reliability was used and Pearson Product Moment Correlation (PPMC) was used to determine the reliability coefficient which was 0.78. The data gathered were analyzed using, frequency count, percentage, mean and t-test at 0.05 level of significance. The findings of study revealed that preschool teachers’ perception towards inclusive education was negative. It was also unfolded that there was no significant difference in preschool teachers’ perception towards inclusive education based on gender and school type. Based on the findings, it was concluded that teachers’ perception towards inclusive education was negative regardless of their gender and school type. It was recommended that government and private school owners should organize workshops and training on inclusive education in order to influence the perception of teachers towards inclusive education.

 

Keywords: Teachers, perception and inclusive education

 

 


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