Teachers’ Attitudes Toward Inclusive Education and Its Implementation in Public Schools in Kwara State

This study investigates teachers' attitudes toward inclusive education and the challenges of its implementation in public schools in Kwara State, North Central Nigeria. Inclusive education, which advocates for the integration of learners with disabilities and special educational needs into mainstream classrooms, remains a contested and unevenly implemented policy in Nigeria. The study uses a descriptive survey design, targeting 260 teachers from primary and junior secondary schools in Ilorin West, Offa, and Edu local government areas. Data were collected using an adapted version of the Opinions Relative to Integration scale and a semi-structured interview protocol. The Contact Theory and the Social Model of Disability inform the theoretical framework. The study assesses teacher preparedness, training adequacy, and the availability of support services as mediating factors in inclusive education outcomes. Findings are expected to show that most teachers hold moderately positive attitudes but lack the training and material resources needed to implement inclusive practices effectively. The role of school leadership in facilitating or hindering inclusion is also explored. Recommendations target the Kwara State Ministry of Education and teacher training colleges on revising pre-service curricula to embed inclusive education competencies. The study also advocates for collaboration between government, civil society, and special education units in building an inclusive schooling culture across the North Central geopolitical zone. Keywords: inclusive education, teachers' attitudes, public schools, Kwara State, special educational needs