ATTITUDE OF TEACHERS TOWARDS PROVISION OF INCLUSIVE EDUCATION IN PRIMARY SCHOOLS
CHAPTER ONE
INTRODUCTION
Background of the Study
Around the world, persons with disabilities, face physical, social, economic and
attitudinal barriers, that exclude them from participating fully and effectively as equal members of society. They are disproportionately represented among the world’s poorest, and lack equal access to basic resources, such as education, employment, healthcare, social and legal support systems, as well as to have a higher rate of mortality. In spite of this situation, disability has remained largely invisible in the mainstream development agenda and its processes (message of Secretary –
General of the United Nation on the International, Day of Persons with Disabilities
2013). Theme of the year was “Break Barriers, Open Doors: for an inclusive society
and development”
This situation of peoples with disabilities (PWDs) almost affects all peoples around
the world, it also affect peoples, youth and children in Nigeria and Ekiti State in
particular. To overcome this in the education institution the right of all children to
receive quality education is affirmed in several internationally building instruments/tools, such as universal declaration of human rights promulgated in 1948, the world Declaration on Education for All, Jomitten 1990, the Salamanca Statement and Framework for Action on Special Needs Education in 1994 and the Millennium Development Goal which focuses on poverty eradication and
development 2000.
Statement of the Problem
International and national organizations such as UNESCO, UNICEF and others, have
discussed the debate of including children with special educational needs in educational institution and free society without exclusion, stigmatization, oppression and isolation. Education for All, 1990, Salamanca Statement, 1994 and other convections has been ratified by Tanzania and Zanzibar in particular. All these document advocate that children with Special Educational Needs and others forms of disability should not exclude vulnerable children in educational institutions
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