Intersection of socio-cognitive teachers variable with inclusion of pupils with learning disabilities in basic education programme in Calabar metropolis (Nigeria)
Intersection of socio-cognitive teachers variable with inclusion of pupils with learning disabilities in basic education programme in Calabar metropolis (Nigeria)

Summary/Abstract: Inclusive education programme for pupils with learning disabilities has been an issue of concern given the profile of the disability and how it manifests in the classroom. The success of this relies heavily on some key indices driven by critical socio-cognitive characteristics of the teachers as stakeholders in the implementation process. Therefore, this research explores the intersection of knowledge, perception and attitudes of teachers with the inclusion of children with students with learning disabilities in basic education programme in Calabar metropolis of Cross River State. A survey design was adopted, 151 respondents comprising of primary school teachers were sampled in multiple stages from two local government areas that make up Calabar Metropolis. Four hypotheses were formulated and tested at 0.05 level of significance. Self-designed instrument with reliability coefficients ranging from 0.80 to 0.87 provided initial support for the reliability. The instrument was used to garner insight into knowledge, perception and attitudes of the teachers to determine their relationship and contribution to inclusion of pupils with learning disabilities in basic education programme. The data collected were analyzed using Pearson Product Moment Correlation and regression analysis. The findings revealed that knowledge, perception and attitudes of the teachers have a significant relationship and play a vital role in the inclusion of these children. It was recommended, amongst others, that the government and other relevant stakeholders should develop and implement training programmes to equip teachers with fundamentals of learning disabilities, best inclusive practices for successful inclusion of the pupils in basic education programme in the Metropolis.

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