Knowledge and Attitudes of Science Teachers Toward Inclusive Education in Secondary Schools in Ogun State

This study assessed the knowledge and attitudes of Science teachers toward inclusive education in secondary schools in Ogun State, Nigeria. The inclusion of learners with special educational needs in mainstream Science classrooms presents instructional challenges that require specific competencies, and the extent to which Science teachers possess the requisite knowledge and supportive dispositions is important for policy and practice. A descriptive survey design was used. The sample consisted of 200 Biology, Chemistry, and Physics teachers from 40 public secondary schools across Abeokuta South, Sagamu, and Ijebu-Ode Local Government Areas. A validated Knowledge and Attitudes Toward Inclusive Science Education Scale with a reliability coefficient of 0.83 was administered. Descriptive statistics and inferential analysis using independent samples t-test were employed. Results indicated that Science teachers held moderately positive attitudes toward inclusive education in principle but demonstrated low knowledge of adaptive science instructional strategies, assistive technology use, and differentiated assessment approaches. Teachers with prior special education training scored significantly higher on both knowledge and attitude subscales. The study recommended compulsory special education modules within pre-service Science teacher education and regular in-service workshops on inclusive pedagogy for practising teachers. Keywords: inclusive education, Science teachers, attitudes, knowledge, Ogun State.