Full Project – PARENTS’ AND TEACHERS’ ATTITUDES TOWARDS CHILDREN WITH LEARNING DISABILITIES IN SOME SELECTED SCHOOLS

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PARENTS’ AND TEACHERS’ ATTITUDES TOWARDS CHILDREN WITH LEARNING DISABILITIES IN SOME SELECTED  SCHOOLS

ABSTRACT

The study examined parents’ and teachers’ attitudes toward children with learning disabilities in selected schools. Learning disabilities, including dyslexia, dysgraphia, and dyscalculia, pose significant challenges to children’s academic achievement and social development. The study aimed to identify the types of learning difficulties faced by schoolchildren, determine effective strategies for educating parents and teachers on assessment and teaching, and explore measures for reducing isolation, prejudice, and unfavorable stereotypes toward children with special needs. The study adopted a descriptive survey design, with a population of 200 respondents comprising 100 teachers and 100 parents from selected schools. Data were collected using a structured questionnaire titled Parents’ and Teachers’ Attitudes Toward Children with Learning Disabilities Questionnaire (PTACLQ). Section A captured demographic information, while Section B focused on research-related items using a 4-point Likert scale (Strongly Agree = 4, Agree = 3, Disagree = 2, Strongly Disagree = 1). Data were analyzed using frequency counts, percentages, mean scores, and an independent samples t-test to determine differences between parents’ and teachers’ attitudes. The findings revealed that schoolchildren face significant challenges in reading, writing, and mathematics, with respondents strongly agreeing that dyslexia, dysgraphia, and dyscalculia are prevalent. Professional training workshops, parent education programs, and collaboration among parents, teachers, and specialists were identified as effective strategies for assessing and supporting children with learning disabilities. Furthermore, inclusive classroom practices, awareness programs, and cooperative learning were recognized as practical measures to reduce isolation, prejudice, and negative stereotypes toward children with special needs. The independent samples t-test indicated no significant difference between parents’ and teachers’ attitudes, showing that both groups generally hold positive views. The study concluded that awareness, education, and collaboration are critical in improving academic and social outcomes for children with learning disabilities. Recommendations were made for teachers, parents, and policymakers to strengthen inclusive practices, provide targeted training, and promote supportive environments for children with special needs.

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

The process of delivering education to children with learning difficulties is regarded as one of the most pressing issues confronting humanity (Mular, 2001). This arose from the unfavorable sentiments that existed towards communities in the 1950s and 1960s, asking for the separation of learners with special needs from their usual peers and the assignment of them to separate courses. Many empirical studies were undertaken to evaluate the success of the separation, and the worldwide community agreed that more than 10% of school-aged children in every community suffer from at least one impairment (Rocklin, 1994). Education is universally recognized as a fundamental human right and a key instrument for national development. The global commitment to inclusive education, as emphasized by the United Nations Educational, Scientific and Cultural Organization (UNESCO), underscores the need to provide equitable learning opportunities for all children, including those with disabilities. The Salamanca Statement of 1994, adopted under UNESCO’s leadership, called for schools to accommodate all learners regardless of physical, intellectual, social, emotional, linguistic, or other conditions (UNESCO, 1994). This marked a significant shift from segregated education systems toward inclusive models that promote integration and participation.

Learning disabilities represent one of the most prevalent categories of special educational needs globally. The American Psychiatric Association (2013), in its Diagnostic and Statistical Manual of Mental Disorders (DSM-5), defines Specific Learning Disorder as persistent difficulties in reading, writing, or mathematics that are not consistent with the individual’s chronological age and significantly interfere with academic or occupational performance. Similarly, the World Health Organization (2011) reports that approximately 10–15% of school-aged children worldwide experience some form of learning difficulty, with higher prevalence rates in developing countries due to limited early identification and intervention systems.

Historically, children with learning disabilities were marginalized and excluded from mainstream education. During the 1950s and 1960s, many societies advocated segregation, placing children with special needs in separate institutions based on the belief that they could not cope in regular classrooms (Rocklin, 1994). However, empirical evidence later demonstrated that inclusive education not only improves academic outcomes but also fosters social integration and emotional development (Ainscow, 2005). As a result, there has been a global movement toward inclusive schooling, though implementation remains uneven, particularly in developing countries like Nigeria.

Learning disabilities encompass a wide range of disorders affecting the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities (Lerner & Johns, 2012). Common examples include dyslexia (reading difficulty), dysgraphia (writing difficulty), and dyscalculia (mathematics difficulty). While the exact causes remain unclear, research links learning disabilities to neurological factors, genetic predispositions, prenatal complications, and environmental influences (Jude, 2002). Children with learning disabilities often exhibit slow reading fluency, poor spelling, disorganized writing, and persistent calculation errors, despite having average or above-average intelligence.

Attitude plays a critical role in the successful inclusion of children with learning disabilities. Attitude refers to a learned predisposition to respond positively or negatively toward a person, object, or idea (Ajzen, 2001). Parents’ and teachers’ attitudes significantly influence the academic progress, emotional well-being, and social adjustment of children with learning disabilities. Positive attitudes foster acceptance, patience, and tailored instructional strategies, while negative attitudes may lead to stigmatization, neglect, and reduced expectations.

Research indicates that teachers’ attitudes toward inclusive education are shaped by their level of training, teaching experience, and availability of institutional support (Avramidis & Norwich, 2002). Teachers who receive adequate professional development in special education are more likely to demonstrate supportive and adaptive teaching behaviors. Conversely, inadequate training and large class sizes may result in frustration and resistance to inclusion.

Parental attitudes are equally crucial. Parents serve as primary caregivers and advocates for their children. Studies show that parents who understand the nature of learning disabilities are more likely to seek early intervention and collaborate effectively with teachers (Nayak, 2008). However, in some Nigerian communities, cultural misconceptions and stigma surrounding disabilities contribute to denial, shame, or social withdrawal, thereby hindering timely support for affected children.

In Nigeria, despite policy frameworks supporting inclusive education, implementation challenges persist. Limited teacher training, inadequate resources, overcrowded classrooms, and insufficient public awareness continue to affect the educational experiences of children with learning disabilities. In states such as Ogun State, where both public and private schools operate under varying conditions, disparities in support services are evident. This situation underscores the need to examine the attitudes of key stakeholders—parents and teachers—toward children with learning disabilities.

Understanding these attitudes is essential because they directly affect classroom practices, parental involvement, and policy implementation. When parents and teachers hold positive perceptions, children are more likely to receive encouragement, individualized instruction, and social acceptance. Conversely, negative attitudes may exacerbate learning challenges and reduce opportunities for academic success.

Therefore, this study seeks to investigate parents’ and teachers’ attitudes toward children with learning disabilities in selected schools. By identifying prevailing perceptions and underlying factors influencing these attitudes, the research aims to contribute to improved inclusive education practices and policy formulation in Nigeria.

1.2 Statement of the Problem

Despite global advocacy for inclusive education, children with learning disabilities in Nigeria continue to face significant barriers to effective learning and social integration. Although policies and educational reforms promote equal access to education, the practical realities in many schools reveal persistent challenges, including inadequate teacher preparation, insufficient learning materials, and limited parental awareness.

One major issue is the prevalence of negative or uninformed attitudes among parents and teachers. In some cases, teachers perceive children with learning disabilities as slow learners or academically incapable, leading to reduced expectations and limited instructional support. Overcrowded classrooms and lack of specialized training further compound this problem, making it difficult for teachers to implement individualized strategies.

Similarly, some parents struggle to accept their children’s learning difficulties due to cultural beliefs, fear of stigmatization, or lack of understanding about the condition. This may result in delayed diagnosis, reluctance to seek professional assistance, or minimal collaboration with educators. Consequently, children with learning disabilities may experience low self-esteem, academic failure, and social isolation.

Although several studies have examined inclusive education in Nigeria, limited research has specifically focused on the combined attitudes of both parents and teachers toward children with learning disabilities in selected schools in Ogun State. Without empirical evidence on these attitudes, interventions aimed at improving inclusive practices may lack effectiveness.

Therefore, the problem this study seeks to address is the extent to which parents’ and teachers’ attitudes influence the educational experiences of children with learning disabilities in selected schools, and how these attitudes may either facilitate or hinder inclusive education.

1.3 Objectives of the Study

The main objective of this study is to examine parents’ and teachers’ attitudes toward children with learning disabilities in selected schools.

Specifically, the study aims to:

1. Identify and examine the various types of learning difficulties faced by schoolchildren.
2. Determine effective strategies for educating parents and teachers on how to assess, identify, and appropriately teach children with learning disabilities.
3. Explore practical measures for reducing isolation, prejudice, and unfavorable stereotypes toward children with special needs within the school environment.

1.4 Research Questions

The research questions are buttressed below:

i. What are the  types of learning difficulties that schoolchildren face?

ii.How can Parents   and teachers be educated  on how to assess, identify, and educate learning challenged children?

iii. How can  isolation or prejudice among other children, as well as unfavorable stereotypes about children with special needs be reduced?

1.5 Research Hypothesis

H₀: There is no significant difference between parents’ and teachers’ attitudes toward children with learning disabilities.

H₁: There is A significant difference between parents’ and teachers’ attitudes toward children with learning disabilities.

1.6 Significance of the Study

The purpose of this study is to analyze parents’ and teachers’ attitudes toward children with learning difficulties in a few special schools in Ogun State.

1. It will draw parents’ attention to their attitudes toward their children who have learning impairments.
2. It will draw instructors’ attention to their attitudes toward students with learning impairments.
3. It will bring government attitudes toward children with learning difficulties to light
4. To determine the educational level of children with learning difficulties.

1.7 Scope of the Study

The study will focus on parents and teachers in selected schools in Ogun State. It will examine their attitudes toward children with learning disabilities and the factors influencing these attitudes. The study will not cover other categories of disabilities such as physical or sensory impairments.

1.8 Definition of Terms

Learning Disability: A neurological condition that affects a child’s ability to read, write, speak, reason, or perform mathematical calculations despite average intelligence.

Attitude: A learned predisposition to respond positively or negatively toward a person, object, or situation.

Parent: A child’s father, mother, or legal guardian responsible for upbringing and support.

Teacher: A professional educator responsible for facilitating learning in a school setting.

Inclusive Education: An educational approach that ensures all learners, regardless of ability or disability, learn together in mainstream classrooms.

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Full Project – PARENTS’ AND TEACHERS’ ATTITUDES TOWARDS CHILDREN WITH LEARNING DISABILITIES IN SOME SELECTED SCHOOLS