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Inclusion of pupils with intellectual disabilities: primary school teachers' attitudes and willingness in a rural area in Uganda

Resource type
Journal Article
Authors/contributors
Title
Inclusion of pupils with intellectual disabilities: primary school teachers' attitudes and willingness in a rural area in Uganda
Abstract
Teachers in regular schools have a responsibility to accommodate the needs and interests of all learners. The attitudes and willingness of teachers to include learners with intellectual disabilities in their classes in regular schools in a district with a semi-nomadic pastoral population in north-eastern Uganda was investigated. A survey of 125 school teachers was conducted, using an attitude scale and a willingness sub-scale. The results showed slightly more positive than negative attitudes, and more willingness than unwillingness to teach learners with intellectual disabilities. Attendance of workshops and seminars had a positive impact on teacher attitudes and willingness towards inclusive education. The findings are discussed with reference to historical–cultural characteristics of the district, as well as pupil and teacher characteristics.
Publication
International Journal of Inclusive Education
Volume
17
Issue
9
Pages
1003-1021
Date
2013-09-01
ISSN
1360-3116
Short Title
Inclusion of pupils with intellectual disabilities
Accessed
01/04/2022, 12:35
Library Catalogue
Taylor and Francis+NEJM
Extra
Publisher: Routledge _eprint: https://doi.org/10.1080/13603116.2012.728251
Citation
Ojok, P., & Wormnæs, S. (2013). Inclusion of pupils with intellectual disabilities: primary school teachers’ attitudes and willingness in a rural area in Uganda. International Journal of Inclusive Education, 17(9), 1003–1021. https://doi.org/10.1080/13603116.2012.728251