A copy of this work was available on the public web and has been preserved in the Wayback Machine. The capture dates from 2021; you can also visit the original URL.
The file type is
Teaching Children with Special Needs in Nigerian Regular Classes: Impact of Gender, Marital Status, Experience, and Specialty
International Journal of Learning, Teaching and Educational Research
This study investigated the impact of teachers' gender, marital status, years of experience, and specialty on their willingness to include children with special needs (CWSNs) in their classes. We adopted a cross-sectional survey design. Using a convenience sampling technique, 316 teachers from 15 state-owned secondary schools in Awka South Local Government Area of Anambra State, Nigeria participated in this study. Data were analysed with mean, t-test, and ANOVA. Findings showed that teachersdoi:10.26803/ijlter.19.12.5 fatcat:dixoom7j7zc2nkmljfonx2fijq