Knowledge and Attitudes of Secondary School Teachers Toward Students with Learning Disabilities in Kano State

This study investigates the knowledge and attitudes of secondary school teachers toward students with learning disabilities in Kano State, North West Nigeria. Learning disabilities, including dyslexia, dyscalculia, and attention deficit hyperactivity disorder, are among the most prevalent but least understood conditions in Nigerian classrooms. Many teachers in the region lack formal training in identifying and managing these conditions, resulting in academic neglect and social marginalisation of affected students. Using a descriptive research design, the study samples two hundred secondary school teachers across three local government areas in Kano metropolis. A validated questionnaire adapted from the Learning Disabilities Knowledge Scale and the Attitudes Toward Inclusive Education Scale is used to collect data. Descriptive statistics including mean, standard deviation, and percentage responses are employed in analysis. The study examines how years of teaching experience, gender, and educational qualification correlate with teacher knowledge and attitude. Preliminary literature suggests that attitudinal barriers remain a stronger predictor of exclusionary practices than knowledge deficits alone. The study recommends the integration of special education modules into pre-service teacher training curricula across Colleges of Education in the North West zone. Findings will inform policy decisions at the Kano State Universal Basic Education Board and contribute to the growing body of literature on disability-inclusive schooling in Northern Nigeria. Keywords: learning disabilities, teacher attitudes, secondary schools, Kano State, inclusive education.