ABSTRACT
This study investigated roles of teachers in the effective implementation of inclusive education at the basic level in Benin Metropolis of Edo State. To guide this study, four research questions were raised. The survey research design was used in conducting the study. The instrument for data collection was a questionnaire titled ” self-made questionnaire titled “teacher attitude towards inclusive education questionnaire”. The instrument consisted of two parts is divided into two sections; Section A solicits participant’s demographic data, this includes; sex, age, and class. Section B was further divided into four (4) sub-sections on the teachers’ emotional reaction, opinions, intent current practices in inclusive education at the basic educational level. The sample of the study was one hundred and fifty-nine (159) selected from a population of seven hundred and eighty two(782) teachers at the basic education level in Edo state. The data obtained from the questionnaires were subjected to descriptive analysis using mean and standard deviation.
Results from the data obtained revealed that the teachers are actively and emotionally committed, has a genuine opinion, intent and currently engage in practices related to the implementation of inclusive education at the basic level.
Based on the findings of this study it was recommended that a clear and spoken concept of equity that enhances inclusive practices among pupils, thorough and systematic planning including the recognition of teachers in achieving better educational outcomes for equity groups, continuous inquiry in different situations where educational practice functions, evaluation before being spread widely, reinforcement to provide inequities that are designed to discourse and here should be a planned effort is needed at a national level that considers both rural and urban pupils, with different limited needs.
