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Inclusive education in Nigeria: exploring parental attitude, knowledge and perceived social norms influencing implementation
Citation
Torgbenu, EL and Oginni, OS and Opoku, MP and Nketsia, W and Agyei-Okyere, E, Inclusive education in Nigeria: exploring parental attitude, knowledge and perceived social norms influencing implementation, International Journal of Inclusive Education, 25, (3) pp. 377-393. ISSN 1360-3116 (2021) [Refereed Article]
Copyright Statement
Copyright 2018 Informa UK Limited, trading as Taylor & Francis Group
DOI: doi:10.1080/13603116.2018.1554715
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.
Item Details
Item Type: | Refereed Article |
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Keywords: | parents, inclusive education, Nigeria, students with disabilities, theory of planned behaviour |
Research Division: | Education |
Research Group: | Specialist studies in education |
Research Field: | Special education and disability |
Objective Division: | Education and Training |
Objective Group: | Schools and learning environments |
Objective Field: | Inclusive education |
UTAS Author: | Opoku, MP (Mr Max Opoku) |
ID Code: | 146374 |
Year Published: | 2021 |
Web of Science® Times Cited: | 2 |
Deposited By: | Education |
Deposited On: | 2021-09-02 |
Last Modified: | 2021-10-27 |
Downloads: | 0 |
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