Inclusive education in Nigeria: exploring parental attitude, knowledge and perceived social norms influencing implementation

ABSTRACT

Inclusive education has become a ‘buzzword’ in the contemporary discourse on equal access to education. It has been argued that different stakeholders play a crucial role in an effort to implement inclusive education. Although teachers are key ‘architects’ who are expected to support the learning of all students in the classroom, the decisions of parents of children with and without disabilities are critical to successful implementation. In the Nigerian context, despite efforts at implementing inclusive education, only few studies have attempted to document parental perspectives. Employing Ajzen’s Theory of Planned Behaviour, this study explored parental attitudes, knowledge and perceived social norms in influencing the implementation of inclusive education. A total of 708 parents completed the Parents’ Attitudes towards Inclusive Education (PATIE) survey questionnaire in two states in Nigeria. The study found that parents were ambivalent in their attitudes and had limited knowledge and slightly positive perceived social norms. The implications of the findings for policymaking are also discussed.

KEYWORDS:

• Parents
• inclusive education
• Nigeria
• students with disabilities
• theory of planned behaviour

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Eric Lawer Torgbenu is a Ghana who obtained his Bachelor of Science Degree in Physiotherapy in 2010 from University of Ghana School of Allied Health Sciences, Korle-Bu, Accra. While employed by the Ghana Health Service, he had the opportunity to read his Master of Science Degree in Disability and Rehabilitation from Kwame Nkrumah University of Science and Technology, Kumasi. He is an assistant lecturer at University of Allied Health Sciences and Pan African University of Earth Science, Nigeria.

Oyewole Simon Oginni is a Nigerian who holds an MSc in Governance & Regional Integration and an MSc in Forensic Criminal Investigation (major: election forensics). As a research fellow and executive director of OWP Africa, he is working on the UN Resolution 2250, small arms control, governance, post-conflict transition, mobility and migration. He is a PhD student in Germany.

Maxwell Peprah Opoku is a Ghanaian by birth and started had his first degree in Political Science and second, MSc Disability, Rehabilitation and Development, from Kwame Nkrumah University of Science and Technology. He was appointed as Graduate Teaching Assistant at the Centre for Disability Studies, Department of Community Health while pursuing his Master degree and continued study Master of Governance and Regional Integration at Pan African University, Cameroon. Currently, he is pursuing PhD Education at University of Tasmania as well as a tutor in Master of Teaching (Inclusive practices in educational settings). His research interest are: disability research, special education, community-based rehabilitation, inclusive education, disability and behaviour management, health research, management of natural resources, human rights, social policies and public policy.

Dr William Nketsia joined Western Sydney University (WSU) as a lecturer in Inclusive Education in January, 2018. He completed his Doctoral and Masters’ Degrees in Education in 2016 and 2011 respectively, from University of Jyvaskyla, Finland. He also has Bachelors’ degree in Science Education from University of Cape Coast and Teacher’s certificate in Basic Education from Akrokerri College of Education, Ghana. Dr Nketsia has previously worked in University of Jyvaskyla, Finland as a lecturer in inclusive education, interaction and learning, guidance of learning: planning, implementation and evaluation and school, community and society. He also has teaching experience in primary and secondary schools in Ghana and the United Kingdom. Dr Nketsia’s research interests include; special education and inclusive education, initial teacher preparation for inclusive education, attitudes towards inclusive education, self-efficacy studies on inclusive education, School-Based learning or teaching practice, action Research on inclusive education, inclusive pedagogical practices in classrooms, mentoring, supervision and professional development, professional development of teacher educators for inclusive education, international perspectives on inclusive education policy and practice, cross-cultural implementation of inclusive education policy and sustainable implementation of inclusive education and practice.

Elvis Agyei-Okyere is a professional teacher in a secondary school in Ghana. He holds first degree in Political Studies and master’s degree in Planning from Kwame Nkrumah University of Science and Technology. He also holds a diploma in Education. His areas of research interests are as follows: social policy, community development and inclusive development.