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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
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
Deposited By:Education
Deposited On:2021-09-02
Last Modified:2021-10-27
Downloads:0

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