Teachers’ Perceived Barriers to Inclusive Education
| dc.contributor.author | Adedayo Adesokan*, Olaniyi Bojuwoye | |
| dc.date.accessioned | 2025-10-22T12:54:24Z | |
| dc.date.available | 2025-10-22T12:54:24Z | |
| dc.date.issued | 2023-09-01 | |
| dc.description.abstract | A B S T R A C T This study aimed to explore teachers’ perceived barriers to inclusive education in Nigeria. A descriptive research design was used for the study. 120 teachers teaching in an inclusive classroom were purposefully selected. An instrument titled perceived barriers questionnaire was used (r = 0.77). One research question was raised, and one hypothesis was stated at a 0.05 level of significance. Data gathered were analyzed using mean and t-tests. The finding of the study revealed that the following are the barriers to inclusive education: the attitude of teachers, inadequate facilities, and lack of peer acceptance. The findings also showed that there is no significant difference in teachers’ perceived barriers to inclusive education based on gender (p > 0.05). It was concluded that teachers perceived that the attitude of teachers; inadequate facilities and lack of peer acceptance are the major barriers to inclusive education. Therefore, it was recommended that stakeholders should come to their aid by assisting them in any form. | |
| dc.identifier.uri | https://kwasuspace.kwasu.edu.ng/handle/123456789/6124 | |
| dc.language.iso | en | |
| dc.publisher | ASEAN Journal of Community and Special Needs Education | |
| dc.title | Teachers’ Perceived Barriers to Inclusive Education | |
| dc.title.alternative | Teachers’ Perceived Barriers to Inclusive Education | |
| dc.type | Article |