Gender Influence on Teachers’ Awareness of Specialised Teaching Strategies for Teaching Students with Learning Disabilities in Inclusive Schools in Obio-Akpor LGA
Keywords:
Gender, Teachers’ Awareness, Specialised Teaching Strategies, Learning Disabilities, Inclusive EducationAbstract
This study investigated the impacts of gender on teachers’ awareness of specialised teaching strategies for teaching students with learning disabilities in inclusive schools within Obio/Akpor Local Government Area of Rivers State. The study was motivated by the growing concern that teachers’ limited awareness of effective instructional approaches may hinder the academic progress of learners with learning disabilities, despite ongoing inclusive education reforms. A descriptive survey design was adopted for the study. The population consisted of all teachers in selected public and private inclusive schools in the area, from which a representative sample was drawn using stratified random sampling techniques. A structured questionnaire titled Teachers’ Awareness of Specialised Teaching Strategies for Learners with Learning Disabilities Questionnaire (TASTSLD-Q) was used for data collection. The instrument was validated by experts in special education and measurement, and reliability was established using Cronbach’s alpha coefficient of 0.82. Data collected were analysed using mean and standard deviation to answer the research questions, while t-test statistics were used to test the hypotheses at a 0.05 level of significance. Findings revealed that teachers generally exhibited a low level of awareness of specialised teaching strategies such as differentiated instruction, multisensory teaching, individualised education plans, and the use of assistive technologies. The study further found that gender had no significant influence on teachers’ awareness of these specialised teaching strategies. The results imply that the challenge of inadequate teacher preparedness for inclusive classrooms is not gender-dependent but may be due to insufficient professional development and exposure to inclusive practices. The study concluded that both male and female teachers require improved training to enhance their competence in meeting the diverse learning needs of students with disabilities. It was recommended that educational authorities and school administrators organise regular workshops, seminars, and in-service training programs to improve teachers’ knowledge and skills in inclusive pedagogy. Strengthening teachers’ awareness of specialised teaching strategies is essential for promoting equity, inclusion, and quality learning outcomes in Nigerian schools.
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