Computer Studies Teachers’ Attitude Towards Inclusive Education in Public Primary Schools in Obingwa LGA of Abia State-Nigeria

Abstract

Inclusive education entails an educational system which allowed all students

irrespective of their physical and cognitive disabilities to receive instruction in the

same educational setting. The main purpose of this study was to determine the computer studies teachers’ attitude towards inclusive education (CSTAIE) in Obingwa LGA of Abia State-Nigeria. The study sought to: determine the influence of openness to experience of computer studies teachers on inclusive education, conscientiousness, and extraversion. Three research questions were raised and answered for the study. Three research hypotheses were formulated and tested at .05 level of significance. Descriptive survey research design was adopted while structured questionnaire were used for data collection. The population of the study comprises of all the (13) computer studies teachers in public primary schools in Obingwa LGA, Abia State. The sample size for the study comprised 384 public primary school teachers of computer studies in Obingwa LGA. The study recommended that as openness, agreeableness and conscientiousness have shown to be appropriate teachers attitude in this study, constant training programmes for pre-service, in-service teachers on attitude traits would better prepare them for effective execution of inclusive education programme. A personality assessment should be carried out on teachers before assigning them to handle children with additional needs. It was concluded that computer studies teachers’ attitude has significant influence towards inclusive education in Obingwa LGA of Abia State, in terms of openness to experience of computer studies teachers, conscientiousness of computer studies teachers, and extraversion of computer studies teachers.