Attitudes of Classroom Teachers Toward Co-Teaching in Inclusive Education Settings in Ekiti State

This study investigates the attitudes of classroom teachers toward co-teaching as a model of inclusive education delivery in Ekiti State, South West Nigeria. Co-teaching, defined as the collaborative instructional practice in which a general education teacher and a special education teacher share responsibility for planning, delivering, and evaluating instruction to a diverse classroom, has gained international traction as an evidence-based model for inclusive schools. Despite recommendations in Nigeria's Special Education Policy, co-teaching remains largely unembraced in most Nigerian states. This study employs a descriptive survey design and samples two hundred classroom teachers from primary and secondary schools in Ado-Ekiti and three other local government areas. A validated Attitudes Toward Co-Teaching Scale is administered, alongside a background questionnaire assessing prior co-teaching experience and training exposure. Data are analysed using descriptive statistics, t-tests, and analysis of variance to compare attitudes across gender, school type, and experience levels. The study also examines perceived institutional support for co-teaching and concerns about role clarity. Findings are expected to reveal predominantly cautious or neutral attitudes, shaped by concerns about workload, lack of training, and inadequate administrative support. Recommendations include piloting co-teaching models in select schools with structured observation and mentoring, and revising initial teacher education curricula in Ekiti to include co-teaching competencies. Keywords: co-teaching, inclusive education, teacher attitudes, Ekiti State, collaboration.