Knowledge of Regular Teachers Towards Inclusive Education Practices for Students with Hearing Impairment in Rivers-West Senatorial District, Rivers State, Nigeria
Keywords:
Knowledge, Teachers, Inclusive Education, Hearing Impairment, PracticeAbstract
This study sought to analyse regular teachers' knowledge of including students with hearing impairment in RWSD, Rivers State. To facilitate and inform the study, a descriptive research design was adopted, and the study was guided by three goals, three research questions, and three null hypotheses. The population consisted of 2454 teachers in public senior secondary schools in RWSD, while the sample comprised 400 teachers. Data were collected using a structured questionnaire titled the Teachers Knowledge towards Inclusive Education Practice Questionnaire (TKIEPQ). Teachers in Special Needs Education and Measurement and Evaluation validated the instrument. The test-retest method was used to establish reliability, yielding coefficients of r=0.72 for the three dimensions of teachers’ knowledge towards individualised education plans (IEPs), r=0.76 for differentiated instruction, and r=0.75 for the scale of classroom accommodation. The mean and standard deviation were used to present the answers to the research questions, while an independent t-test was used at the 0.05 level of significance to test the null hypotheses. Teacher knowledge was observed to be low when teachers were asked about their knowledge of individualised education plans, differentiated instruction, and how they accommodate learners with hearing impairment in the classroom. It was recommended that school administration and teachers continue to develop knowledge of inclusive practices, particularly individualised education plans (IEPs), to maximise learning opportunities for students with hearing impairment in inclusive and special education settings.
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