ATTITUDES OF TEACHERS TOWARDS INCLUSIVE EDUCATION FOR CHILDREN WITH LEARNING DISABILITIES IN BO CITY, SOUTHERN SIERRA LEONE.

Abstract

The purpose of this study was to assess the attitudes of teachers towards inclusive education for children with learning disabilities in Bo City, Southern Sierra Leone. The study targets an estimated number of seventy (70) participants and teachers drawn from three (3) selected primary schools in Bo City. A purposive sampling technique was used to examine the total population of teachers, whilst a simple random sampling technique was used to select respondents from parents and education stakeholders. The findings of the research indicated that teachers generally have positive attitudes towards inclusive education. Many participants believe that inclusive classrooms provide a more diverse and enriching learning environment for all children, including those with learning disabilities. The research findings also indicated that a substantial portion of the participants acknowledged and valued the endeavours undertaken to equip teachers with the necessary knowledge and skills to support children with learning disabilities in inclusive classroom environments effectively. This favourable reaction implies that the training initiatives implemented by educational institutions or relevant organisations have proven to be successful in providing teachers with the essential competencies required for inclusive education. The study recommends that school administrators should organise regular training sessions and workshops for teachers on inclusive education and strategies for supporting children with learning disabilities.