Nigerian Secondary School Teachers’ Attitudes Toward Including Students with Visual Impairments in Regular Classrooms
DOI:
https://doi.org/10.48165/ijrse.2025.5.2.5Keywords:
secondary school teachers, attitudes, knowledge, inclusion, legislation, NigeriaAbstract
Using a questionnaire with open-ended survey items, this study used interpretivism to understand Nigerian secondary school teachers’ perceptions of including students with visual impairments (VI) in their classrooms, the availability of specialized resources, and the adequacy of their training for effective inclusion. Findings revealed the general education teachers had mixed feelings about the inclusion of children with VI due to many challenges (e.g., lack of professional training, support, and resources). The participants called for government support to assist with these challenges and to institute changes in the official policy to provide better education for this population.
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