Attitudes Of Parents And Teachers Towards Children With Learning Disabilities In Some Selected Special Schools
Attitudes Of Parents And Teachers Towards Children With Learning Disabilities In Some Selected Special Schools
Abstract
This research work is designed to investigate on the attitude of parents and teachers towards children with learning disabilities in some selected special schools, area of Ogun State. This work attempts to find out the attitudes and solution to the attitudes of parents and teachers towards children with learning disabilities. The study employed a descriptive survey method. Random sampling method was utilized in selecting 50 random respondents for the study. The study used both primary and secondary methods for data collection. The study recommended that with the right attitude and framework, teachers can start the learning process on an equal footing for all students including those with disabilities and help them to take responsibility for their learning and exploration.
Table Of Contents
Preliminary Page(s)
- Title Page
- Declaration
- Approval
- Dedication
- Acknowledgement
- Abstract
- Table of Content
Chapter One:
Introduction
- 1.1 Background of the Study
- 1.2 Statement of the Problem
- 1.3 Purpose of the Study
- 1.4 Research Questions
- 1.5 Significance of the Study
- 1.6 Scope of the Study
- 1.7 Definition of Terms
Chapter Two:
Literature Review
- 2.1 Introduction
- 2.2 Types of Disabilities
- 2.3 Attitude Formation
- 2.4 Societal Attitudes towards Persons with Disabilities
- 2.5 Parental Attitudes Toward Education of their Children with Disabilities
- 2.6 Parental Involvement in the Education System
- 2.7 Socio-Economic Status of Parents of Learners with disabilities
- 2.8 Gender and Education
- 2.9 Theoretical Framework
- 2.9.1 Person Centered Theory
- 2.9.2 Social Learning Theory of Attitude Formation
Chapter Three:
Research Methodology
- 3.1 Research design
- 3.2 Sources of Data
- 3.3 Population of the study
- 3.4 Sampling technique
- 3.5 Instrumentation
- 3.6 Reliability
- 3.7 Validity
- 3.8 Method of Data Collection
- 3.9 Method of Data Analysis
- 3.10 Ethical consideration
Chapter Four:
Results and Discussion
- 4.1 Results
- 4.2 Discussion
Chapter Five:
Conclusions and Recommendations
- 5.1 Conclusion
- 5.2 Recommendation
- References
Chapter One
Introduction
1.1 Background of the Study
The process of providing education to children with learning disabilities is considered one of the most prominent challenges the human community is encountering. This started as a result of the negative attitudes that prevailed against the communities during the 50s and the 60s of the past century calling for separating learners with special needs from their regular peers and assigning them to special classes. So many empirical studies were conducted to assess the effectiveness of the separation and it really worked with the international community agreeing that more than 10% of school age children in every community suffer from at least one disability (Rocklin, 1994).
Furthermore, the special education estimates that disability, reaches 15% in developing countries (Conrin, 1994).
Special education includes a group of education alternatives that can be provided for learners with special needs, according to the kind of difficulty of the learner and the votality of the special classes. Nayak, 2008 examined the attitude of both parents and teachers towards children with learning disabilities and found that teachers look forward to teaching these children and are ready to face the challenges. It also states that parents discuss the problems and this helps to take effective measures to bring the children to mainstream.
1.2 Learning Disability
Learning disability is a classification including several areas of functioning in which a person has difficulty learning in a typical manner, usually caused by an unknown factor or factors. While learning disability and learning disorder are often used interchangeably, the two differ.
Learning disability refers to significant learning problems in an academic area. These problems, however, are not enough to warrant an official diagnosis. learning disorder, on the other hand, is an official clinical diagnosis, whereby the individual meets certain criteria, as determined by a professional (psychologist, predicatrician, etc). The difference is in degree, frequency, and intensity of reported symptoms and problems, and thus the two should not be confused. When the term “learning disabilities” is used, it describes a group of disorders characterized by inadequate development of specific academic language and speech skills.
The specific causes of learning disabilities are not clearly understood, however, these disorders are presumably related to central nervous system dysfunction or from genetics to nutrition to pre-birth and early childhood injury.
Although all learning disabilities are different, students with learning disabilities report some common problems, including slow and inefficient reading, slow essay-writing, with problems in organisation and the mechanics of writing and frequent errors in math calculation.
1.2 Statement of the Problem
Attitudes of parents and teachers towards children with learning disabilities is a challenge to every society, especially in Nigeria. A lot of debates, seminars and conferences have been held to discuss this issue but the problem is far from being solved. Rather, it seems to be going worse everyday particularly among teachers in primary secondary schools. This research work is basically to investigate on the attitude of parents and teachers towards children with learning disabilities in some selected schools in Ogun State.
1.3 Purpose of the Study
The purpose of the study is to examine the various kinds of learning disabilities suffered by school children. To enlighten parents and teachers on how to test and notice, associate and educate the learning disabled. And to minimize isolation or discrimination between other children and to minimize negative stereotype on special need children.
1.4 Research Questions
- How would you describe parents attitude towards children with learning disabilities?
- What are teachers attitude towards children with learning disabilities?
- Are children with learning disabilities ready to learn?
- What support do government, teachers and parents provide for children with learning disabilities?
1.5 Significance of the Study
The research work is specially designed to examine the attitudes of parents, and teachers towards children with learning disabilities in some selected special schools in Ogun State.
- It will call the attention of parents’ attitudes towards their children will learning disabilities.
- It will call the attention of teachers’ attitudes towards children with learning disabilities.
- It will call the attention of government attitudes towards children with learning disabilities.
- To know the level of education of the children with learning disabilities.
1.6 Scope of the Study
This study will focus attention on the factors responsible for the attitude of both parents and teachers towards children with learning disabilities. It will lay emphasis in the need of special training and supportive service for teachers in Nigeria.
1.7 Definition of Terms
Disability:
An illness, injury or condition that makes it difficult for someone to do the things that other people do.
Learning:
The activity of obtaining knowledge. Knowledge obtained by study.
Attitude:
The act of a person towards something either positively or negatively. The way you think about somebody. Confident, sometimes aggressive behaviour that shows you do not care about other people’s opinions and that you want to do things in an individual way.
Parent:
A person’s father or mother.
Teacher:
A person whose job is teaching especially in a school.
Impact:
Having a strong effect.
Chapter Five
Conclusions and Recommendations
5.1 Conclusion
All societies in the world have existed alongside persons with disabilities. Before the eighteenth century, persons with disabilities were viewed as a burden, useless and having nothing to contribute to the welfare of the society. However, the situation is gradually and positively changing throughout the world towards accepting, integrating, caring and paying attention to persons with disabilities in order to help them in self-actualization and adjustment to life. The level to which this integration is going to take place will depend on change in attitudes and removal social and physical barriers existing in different spheres of the society. Full participation in the society is only possible if a person feels integrated and part of the same society. The self-image of persons with disabilities is affected by the reception they get and the messages they hear from the society.
Basing on the above opinions on how teacher attitude influence academic performance of students with disabilities, the study recommends that an effective teacher must have high expectations on all students without discriminating students with disabilities or discriminating other students on gender, social class and culture.
Many regular education teachers who feel unprepared and fearful to work with learners with disabilities in regular classes display frustration, anger and negative attitude toward inclusive education because they believe it could lead to lower academic standards.
5.2 Recommendation
Teachers should strive to raise the bar for every student through effective classroom interaction in order for each learner to reach his or her best potential. Teachers should work on an attitude that all students can achieve to the teacher’s level of expectations thereby giving the sense of confidence too. Positive teacher attitude is a great asset in teaching and learning life and this will help teachers cope with both fast and slow learners and influence their academic performance. With the right attitude and framework, teachers can start the learning process on an equal footing for all students including those with disabilities and help them to take responsibility for their learning and exploration.
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Frequently Asked Questions
Do regular classroom teachers have attitudes toward teaching students with learning disabilities?
Some teachers have negative attitudes toward teaching students with learning disabilities in the regular classroom. The purpose of this quasi-experimental study was to determine the attitudes of regular classroom teachers regarding several aspects of inclusive
How do teachers’ attitudes toward special needs students affect student achievement?
Teachers’ attitudes toward special needs students affects the delivery of instruction and influences the implementation of inclusive practices, contributing to student achievement outcomes (Hwang & Evans, 2011). I found that teachers in this district had an overall positive attitude toward IE
How does inclusion Affect Teachers’ attitude towards special education?
Inclusion would affect their instruction of special education students and knowing that their attitude was important; preservice teachers also indicated that they were more 16 anxious around special education students. The in-service teachers indicated that they had low knowledge and confidence in teaching special education students.
What are the negative attitudes towards students with disabilities?
Negative attitudes towards students with disabilities. Eskay and Oboegbulum described this as a self-feeding cycle, citing that “lack of training facilities, human and material resources, and the unfavorable attitude of the society towards children with disabilities.
Does teacher gender affect attitudes towards inclusion of children with disabilities?
In the second section, teachers’ attitude towards the inclusion of children with disabilities in general schools is measured. According to the results: Teacher’s gender [t (144) = 0,503, P = 0,616] did not affect their attitudes towards the inclusion of children with disabilities in regular schools.
How to measure teachers’ attitude towards inclusion of children with disabilities?
The instrument used (created by Jeffrey Bailey) for data collection consisted on a self-reporting questionnaire divided into two sections. In the first section, demographic information from teachers is required. In the second section, teachers’ attitude towards the inclusion of children with disabilities in general schools is measured.
Do primary school teachers’ attitudes towards inclusive education affect its implementation?
Teachers’ attitudes towards inclusive education affect its successful implementation within mainstream schools. This paper reviews nine questionnaires which capture primary school teachers’ attitudes towards inclusion, with the aim to support researchers in selecting the most appropriate measure according to the purpose of their study.
Are teachers willing to include pupils with behavioural difficulties?
Teacher attitudes towards inclusion increased with greater perceived adequacy of both internal and external support. Teachers were less willing to include pupils with behavioural difficulties than pupils who were able/gifted or had physical difficulties, irrespective of attitude to inclusion.
