TEACHERS' KNOWLEDGE AND ATTITUDES TOWARDS CHILDREN WITH SPECIAL NEEDS

ABSTRACT

This study examined teachers' knowledge and attitudes towards children with special needs in Oredo Local Government Area of Edo State. Four research questions were raised to guide the study. Descriptive survey design was used for this study and the population of this study consisted of all primary school teachers, headmasters and headmistresses; both private and public schools in Oredo Local Government Area Edo State and a sample size of 50 respondents was used for the study. The instrument used for data collection was questionnaire. The mean and standard deviation were used for data analysis. The findings of this study indicates that the level of knowledge of teachers of children with special needs was low, the attitude of teachers towards children with special needs was positive, the knowledge and attitude of teachers towards children with special needs influence their physical, social, emotional and cognitive development was to a high degree, the strategies that could be appropriated by teachers in order to adequately cater for children with special needs was very high. In terms of knowledge, the study indicates that teachers generally possess some awareness of common special needs and disabilities. However, there were knowledge gaps, particularly related to formal training, educational experience, and participation in professional development activities. These gaps suggest the need for targeted efforts to improve teacher expertise in special needs education. Regarding attitude, the research shows a commitment to inclusive education principles and a recognition of the benefits of support for students with special needs.