Project – Impact of Teachers’ Behaviour towards Children with Special Needs in Inclusive Schools in Yaba, Lagos State

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Inclusive education has emerged as a global approach to ensuring that children with special needs receive quality education alongside their peers in mainstream schools. Inclusive schools aim to provide equitable learning opportunities for all children, regardless of physical, intellectual, emotional, or sensory disabilities. The success of inclusive education largely depends on the behaviour, attitude, and competence of teachers, who play a central role in creating a supportive, understanding, and conducive learning environment.

Teachers’ behaviour towards children with special needs encompasses attitudes, teaching practices, level of patience, empathy, interaction, and willingness to adapt lessons to meet individual needs. Positive teacher behaviour—such as encouragement, patience, individualized support, and respectful communication—can enhance learning outcomes, boost students’ confidence, and promote social integration. Conversely, negative behaviours, including neglect, intolerance, impatience, low expectations, or discriminatory attitudes, can hinder the academic and social development of children with special needs and compromise the goals of inclusive education.

In Nigeria, efforts have been made to promote inclusive education through policy frameworks such as the Universal Basic Education (UBE) Act and the National Policy on Education, which emphasize the need for integrating children with disabilities into regular schools. However, studies suggest that teacher behaviour often remains a significant challenge to achieving meaningful inclusion. In Lagos State, particularly in urban areas like Yaba, inclusive schools face challenges related to teacher attitudes, inadequate training in special needs education, overcrowded classrooms, and limited resources. These factors may affect the quality of interactions between teachers and children with special needs, ultimately impacting learning outcomes and overall inclusion.

Given the crucial role of teachers in inclusive education, it is important to assess how their behaviour influences the academic performance, social integration, and psychological well-being of children with special needs. This study seeks to evaluate the impact of teachers’ behaviour on children with special needs in inclusive schools in Yaba, Lagos State, providing insights for interventions that can enhance teaching practices and inclusion outcomes.

1.2 Statement of the Problem

Despite policy frameworks supporting inclusive education in Nigeria, children with special needs in mainstream schools continue to face challenges that affect their academic and social development. Reports from parents, educators, and school administrators indicate that teacher behaviour—such as intolerance, neglect, impatience, or low expectations—often contributes to these challenges.

In Yaba, Lagos State, inclusive schools have seen varying levels of effectiveness in supporting children with special needs. Teachers who lack specialized training in inclusive education or hold negative attitudes may fail to provide the necessary support, affecting students’ learning, confidence, and social integration. While there is general awareness of the importance of inclusive practices, empirical research specifically examining the impact of teachers’ behaviour on children with special needs in Yaba is limited. This gap hinders the development of targeted interventions, professional development programs, and policies aimed at improving teacher behaviour and inclusive education outcomes.

Thus, this study seeks to investigate how teachers’ behaviour affects the academic performance, social participation, and overall development of children with special needs in inclusive schools in Yaba, Lagos State.

1.3 Purpose of the Study

The main purpose of this study is to examine the impact of teachers’ behaviour on children with special needs in inclusive schools in Yaba, Lagos State.

Specifically, the study aims to:

1. Identify the types of behaviour exhibited by teachers towards children with special needs in inclusive schools.

2. Assess the relationship between teachers’ behaviour and the academic performance of children with special needs.

3. Determine the effect of teachers’ behaviour on the social integration of children with special needs.

4. Evaluate the challenges teachers face in promoting positive behaviour towards children with special needs.

1.4 Research Questions

1. What types of behaviour do teachers exhibit towards children with special needs in inclusive schools in Yaba, Lagos State?

2. What is the relationship between teachers’ behaviour and the academic performance of children with special needs?

3. How does teachers’ behaviour affect the social integration of children with special needs?

4. What challenges do teachers face in promoting positive behaviour towards children with special needs in inclusive schools?

1.5 Research Hypothesis

The following null hypothesis will be tested at a 0.05 level of significance:

H₀: Teachers’ behaviour has no significant impact on the academic performance and social integration of children with special needs in inclusive schools in Yaba, Lagos State.

1.6 Significance of the Study

The findings of this study will benefit:

• Teachers: By providing insight into how their behaviour affects learning outcomes and social integration of children with special needs, helping them adopt positive attitudes and teaching strategies.

• School Administrators: By guiding the development of policies and training programs that improve teacher-student interactions in inclusive settings.

• Parents and Guardians: By highlighting the importance of supportive teacher behaviour for the development and inclusion of children with special needs.

• Policymakers and Education Planners: By providing empirical evidence for strategies to improve teacher training, inclusive education policies, and resource allocation.

1.7 Scope of the Study

This study is limited to inclusive schools in Yaba, Lagos State. It focuses on teachers’ behaviour as the independent variable and its impact on the academic performance and social integration of children with special needs as the dependent variables. The study involves teachers, school administrators, and children with special needs as respondents.

1.8 Operational Definition of Terms

• Teachers’ Behaviour: Attitudes, actions, and practices of teachers in their interactions with children with special needs, including patience, encouragement, support, and respect.

• Children with Special Needs: Learners who have physical, intellectual, sensory, or emotional disabilities requiring individualized attention in mainstream schools.

• Inclusive Schools: Schools that integrate children with special needs into regular classrooms while providing support for diverse learning needs.

• Impact: The effect or influence of teachers’ behaviour on academic performance and social integration of children with special needs.

Project – Impact of Teachers’ Behaviour towards Children with Special Needs in Inclusive Schools in Yaba, Lagos State