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ABSTRACT
This research work examined the attitude of pre-primary school teachers towards children with low cognitive ability in Egor Local Government Area, Edo state. In order to effectively carry out this study, five research questions were raised, the first two were answered and the last three were hypothesized. The study adopted a descriptive survey design an the population of the study comprised of pre-primary school teachers in Egor Local Government Area, Edo state. The sample size was seventy pre-primary school teachers selected from five public and five private schools in Egor Local Government Area, Edo state. The research instrument was a questionnaire which was validated by the researchers supervisor and one other at the institute of education and the reliability was ascertained using the crombach Alpha statistics which gave an index value of 0.94. The data collected were analysed using the mean and standard deviation for the first two questions, the Pearson product moment correlation coefficient for the third one and the fisher Z was used for the last two questions.. The findings that emerged revealed that there exist a moderate level of pre-primary teachers training in inclusive education in Egor Local Government Area, Edo state,with a positive attitude from teachers towards children with low cognitive ability, there was a significant relationship between pre-primary teachers training and their attitudes towards these children, a significant difference in the relationship between urban and rural, public and private pre-primary teachers training and their attitudes towards children with low cognitive ability. Based on the findings, it was recommended among other that there should be a more pronounced level of awareness for teacher training with emphasis on inclusive education as a core course.
