Teachers Attitude Towards Inclusive Education and Its Effect on Students with Learning Disabilities in Benue State

This study investigates teachers' attitudes towards inclusive education and its effect on the academic integration of students with learning disabilities in Benue State, North Central Nigeria. The global movement towards inclusive schooling has placed significant responsibility on classroom teachers to accommodate diverse learners, yet attitudinal barriers continue to impede implementation in many Nigerian states. The study employs a descriptive survey design, involving 200 primary and junior secondary school teachers from Makurdi and Gboko Local Government Areas. The Multidimensional Attitudes Towards Inclusive Education Scale was adapted and validated for use in the Nigerian context. Data were analysed using descriptive statistics and independent samples t-tests. Results reveal that a majority of teachers hold moderately negative attitudes towards full inclusion of students with learning disabilities, citing inadequate training, large class sizes, and insufficient learning materials as primary obstacles. Teachers with prior special education training demonstrated significantly more positive attitudes. The study further notes that school administrators' support positively influences teacher attitudes. These findings highlight the critical role of pre-service and in-service training in shaping inclusive practices. The Benue State Ministry of Education is advised to institutionalise disability-sensitive teacher training and provide specialised instructional resources for inclusive classrooms. Addressing attitudinal barriers at the school level is essential for advancing the rights and educational outcomes of learners with disabilities in North Central Nigeria. Keywords: inclusive education, learning disabilities, teacher attitudes, Benue State, special education.