Teacher Attitude Towards Learner With Learning Difficulties In Early Childhood Education

Introduction

1.1 Background of the Study

The process of delivering education to children with learning difficulties is regarded as one of the most pressing issues confronting humanity (Mular, 2001). This arose from the unfavorable sentiments that existed towards communities in the 1950s and 1960s, asking for the separation of learners with special needs from their usual peers and the assignment of them to separate courses. Many empirical studies were undertaken to evaluate the success of the separation, and the worldwide community agreed that more than 10% of school-aged children in every community suffer from at least one impairment (Rocklin, 1994). Furthermore, special education estimates indicate disability rates in poor nations are as high as 15%. (Conrin, 1994). Special education refers to a variety of educational options available to students with particular needs, based on the learner’s level of difficulty and the importance of the special classes. Nayak (2008) investigated teachers’ attitudes toward children with learning difficulties and discovered that instructors are excited to educate these children and are prepared to tackle the obstacles. It also indicates that parents communicate their concerns, which aids in the implementation of appropriate methods to reintegrate their children into society. Learning disability is a categorization that encompasses a variety of areas of functioning in which a person has trouble learning in a regular manner due to an unknown condition or circumstances. While the terms learning impairment and learning disorder are sometimes used interchangeably, they are not synonymous (Lewasdoski, 2007). Significant learning impairments in an academic field are referred to as learning disabilities. These issues, however, are insufficient to support a formal diagnosis. Learning disorder, on the other hand, is an established clinical diagnostic in which a person fits certain criteria set by a specialist (psychologist, predicatrician, etc). The distinction between the two lies in the severity, frequency, and intensity of reported symptoms and issues, thus they should not be confounded. When the phrase “learning disabilities” is used, it refers to a collection of conditions marked by a lack of development of certain academic language and communication skills (Fred, 2005). Although the exact origins of learning difficulties are unknown, many illnesses are thought to be linked to central nervous system malfunction, heredity, diet, and prenatal and early childhood damage (Jude, 2012). Despite the fact that all learning disorders are unique, kids with learning disabilities report several similar issues, such as sluggish and inefficient reading, slow essay writing, difficulty with organization and mechanics of writing, and frequent arithmetic calculation errors.

1.2 Statement of the Problem

Teachers especially those in public schools are overworked many have large number of children in their classes. Opening Allen to children with learning disabilities into the regular school means more workload for the teacher hence transmission of desirable knowledge and skills to the students will be difficult. This new burden will definitely elicit different reactions and attitude from the teachers. The attitude of regular school teachers toward children with learning disabilities in regular school will one way or the other have effect on their behaviour which may either lead to acceptable or unacceptable attitude of such children. By this attitude; which is based on the willingness and enthusiasm of teachers to accommodate students with disabilities Barrio BL (2019), the success of inclusive education programme may suffer some setbacks if negative attitude is expressed towards the education of children with learning disabilities. By the negative attitude teachers sometimes should expect low performance from such children.

In Nigeria, the growing population of students with learning disabilities in the country has contributed largely to low education quality and students’ underachievement. Improvements in teaching quality and student achievement can as well reduce drop-out and failure rates, which may result to positive outcome. Hence, the need to survey attitude of teachers towards inclusion of students with learning disabilities in the regular schools and possibly aid in finding solution to change of teachers attitude towards inclusive education.

1.3 Objectives of the Study

The main objective of this study is examine the teacher attitude towards learner with learning difficulties in early childhood education (a case study of some selected secondary school nasarawa state).

Specifically, the study aims to

• Examine the attitude of teachers towards learners with learning difficulties
• Investigate the prevalent learning difficulties faced by learners
• Ascertain the effect of attitude of teachers towards learners with learning difficulties

1.4 Research Questions

• What is the attitude of teachers towards learners with learning difficulties?
• What are the most prevalent learning difficulties faced by learners?
• What is the effect of attitude of teachers towards learners with learning difficulties?

1.5 Hypothesis of the Study

The following hypothesis was formulated and tested by the study

Ho: Attitude of teachers has no significant effect on the learners with learning difficulties

Hi: Attitude of teachers has a significant effect on the learners with learning difficulties

1.6 Significance of the Study

The purpose of this study is to analyze teachers’ attitudes toward children with learning difficulties in a few special schools in nasarawa State.

• It will draw parents’ attention to their attitudes toward their children who have learning impairments.
• It will draw instructors’ attention to their attitudes toward students with learning impairments.
• It will bring government attitudes toward children with learning difficulties to light.
• To determine the educational level of children with learning difficulties.

1.7 Scope of the Study

The focus of this research will be on the factors that influence teachers’ attitudes toward children with learning difficulties. It will place a strong focus on the need for additional teacher training and support in Nigeria. This study will be carried out in early childhood education (a case study of some selected secondary school nasarawa state)

1.8 Limitation of the Study

Finance, inadequate materials and time constraint were the challenges the researchers encountered during the course of the study.

1.9 Definition Of Terms

Disability:

Ailment, injury, or condition that makes it difficult for someone to do things that other people can do.
Learning is the process of gaining information. Studying has given me knowledge.

Attitude:

Attitude is a person’s reaction to something, whether favorable or bad. The way you consider someone. Confident, often aggressive behavior that demonstrates you are unconcerned about other people’s opinions and prefer to do things your own way.

Teacher:

Teacher is a person who works as a teacher, usually at a school.

Impact:

Having a significant impact.

1.10 Organizations of the Study

The chapter one consist of the introductory part of the study which includes the study background, the statement of the research problem, the study objective and scope of the study. The second chapter is a critical review of other literatures relevant to the study and its objectives including the theoretical framework for the study. While the third chapter is methods of data collection, sampling and data analysis used in conducting the study. The fourth chapter centres around the research findings including an analysis of how it relates to previous findings. The fifth chapter consists of the summary of findings, conclusion and recommendations base on the study objectives.