Lecturers’ Attitudes and Readiness toward Teaching Students with Intellectual Disabilities in Higher Education Institutions in Nigeria

Cletus Akpo  Atah; Mercy Nkiruka  Godwin Akeke; Godwin Bullem  Anthony; Iroegbu Ngozi  Franca; Patricia Akwaya  Olom; Nsan Njar  Nsan; Margaret Uchenna  Chukwurah; Godwin Beshibeshebe  Ushie; Esther Chijioke  Madukwe; Bessong Emmanuel  Bessong; Joseph Bekeh  Undie; Fabian Ugbe  Udida; Stephanie Sedoo  Bishie-Unung; Emeka Samuel  Nnaji; Wokasor Eni  Ofem; Egbai Mercy  Egbai; Busola  Akerele; Patrick Etim  Oche

doi:10.6000/2292-2598.2025.13.03.8

Authors

Cletus Akpo Atah Department of Business Education, University of Calabar, Nigeria
Mercy Nkiruka Godwin Akeke Department of Business Education, University of Calabar, Nigeria
Godwin Bullem Anthony Department of Continuing Education and Development Studies, University of Calabar, Nigeria
Iroegbu Ngozi Franca Department of Business Administration, Alex Ekwueme Federal University Ebonyi State, Nigeria
Patricia Akwaya Olom Department of Business Education, University of Calabar, Nigeria
Nsan Njar Nsan Department of Educational Management, University of Calabar, Nigeria
Margaret Uchenna Chukwurah Department of Curriculum and Teaching, University of Calabar, Nigeria
Godwin Beshibeshebe Ushie Department of Continuing Education and Development Studies, University of Calabar, Nigeria
Esther Chijioke Madukwe Department of Educational Management, University of Calabar, Nigeria
Bessong Emmanuel Bessong Department of Business Education, University of Calabar, Nigeria
Joseph Bekeh Undie Social Science Education, University of Calabar, Calabar, Nigeria
Fabian Ugbe Udida Department of Business Education, University of Calabar, Nigeria
Stephanie Sedoo Bishie-Unung Department of Agric., Education, University of Calabar, Nigeria
Emeka Samuel Nnaji Department of Educational Management, University of Calabar, Nigeria
Wokasor Eni Ofem Department of Educational Management, University of Calabar, Nigeria
Egbai Mercy Egbai Department of Educational Management, University of Calabar, Nigeria
Busola Akerele Department of Business Education, University of Calabar, Nigeria
Patrick Etim Oche Department of Business Education, University of Calabar, Nigeria

DOI:

https://doi.org/10.6000/2292-2598.2025.13.03.8

Keywords:

Inclusive education, lecturers’ attitudes, Theory of Planned Behaviour, intellectual disabilities, readiness

Abstract

Background: Inclusive education plays a vital role in promoting equitable learning opportunities, particularly for students with intellectual disabilities in higher education institutions. The attitudes and readiness of lecturers to adopt inclusive teaching practices are crucial to the successful implementation of inclusive policies and pedagogies. Guided by the Theory of Planned Behaviour (TPB), this study investigates how lecturers’ attitudes, perceived social expectations, and perceived behavioural control influence their readiness to teach students with intellectual disabilities in Nigerian higher education institutions.

Methods: The study adopted a descriptive survey design, involving 270 lecturers selected through accidental sampling from various higher education institutions across Nigeria. Data were collected using a structured questionnaire designed to assess lecturers' attitudes, institutional expectations, and perceived control over inclusive teaching practices. Descriptive statistics, such as the mean and standard deviation, were used to analyze the data, while independent t-tests were employed to test the hypotheses at a 0.05 level of significance.

Results: The findings revealed that lecturers demonstrate a moderate to high level of readiness to implement inclusive teaching. Respondents reported willingness to participate in training, adopt inclusive strategies, and manage mixed-ability classrooms. Attitudes toward inclusion were largely positive. However, challenges were noted in areas such as adapting instructional materials and using assistive technologies, indicating limitations in perceived behavioural control.

Conclusions: The study affirms the relevance of the Theory of Planned Behaviour in explaining lecturers' readiness for inclusive teaching. Addressing capacity gaps through targeted training and institutional support is essential for advancing inclusive education and achieving Sustainable Development Goal 4.

References

Almutairi A, Alquraini T, Alenezi S, Aldaihani B, Alsubaie A. Faculty members’ and administrators’ attitudes on integrating students with intellectual disabilities into postsecondary education. Exceptionality 2020; 29(1-2): 29-43. DOI: https://doi.org/10.1080/09362835.2020.1727330

Al Bakri FH. Faculty knowledge and attitudes regarding inclusion for students with disabilities. Educational Sciences 2022; 43: 295-312.

Anna B, Franco M, Giuliano F, Serena L. Attitudes of mainstream and special education teachers toward intellectual disability in Italy. Int J Environ Res Public Health 2020; 17(19): 7325. DOI: https://doi.org/10.3390/ijerph17197325

Smith M. Lecturers’ attitudes to inclusive teaching practice at a UK university: Will staff “resistance” hinder implementation? Tert Educ Manag 2010; 16(3): 211-227. DOI: https://doi.org/10.1080/13583883.2010.497378

Braga RA, Santos JF, Lima MZ. Faculty attitudes toward teaching students with mild intellectual disabilities in higher education. Res High Educ J 2022.

De Benedictis L, Leoni S. Inclusive universities: Evidence from the Erasmus Program. arXiv 2021. DOI: https://doi.org/10.1007/s41109-021-00419-x

Lannan A, Scanlon E, Chini JJ. Resources for supporting students with and without disabilities in your physics courses. arXiv 2019.

Ali R. Resource constraints and continued exclusion of learners with intellectual disabilities. Educ Emergencies 2023; 8(1): 7-19.

Brown CE, Wood L. Global prevalence and inclusion of intellectual disabilities in tertiary education. J Disabil Stud 2020; 18(3): 145-158.

Johnson L, Adams T. From volunteering to teaching: Lecturer preparedness for inclusion. Int J Disabil Dev Educ 2023; 70(2): 210-226.

Kumar A, Selvaraj L. University lecturers’ perceived teaching burden and syllabus coverage fears. J Educ Challenges 2023; 9(1): 33-48.

Lee J, Carter S. Systematic review: Lecturers’ attitudes and readiness in Sub-Saharan Africa. Int J Incl Educ 2024; 28(1): 23-40.

Mensah E. The role of disability support centres in promoting inclusive teaching. J Univ Access 2021; 14(3): 221-239.

Mwangi S, Mutua N. Inclusive higher education in Kenya: Institutional readiness for intellectual disability students. Educ Policy Anal Arch 2023; 31(12): 139-156.

Nkosi T, Madiba T. Lecturer readiness for inclusive higher education in South Africa. Afr J High Educ 2022; 12(1): 77-94.

O’Connell L, Horgan D. Impact of inclusive pedagogy workshops on faculty attitudes. Teach High Educ 2020; 25(5): 578-592.

Ofori A, Boateng P. Gaps in inclusion frameworks for intellectual disabilities in Ghanaian universities. J Afr Educ Stud 2021; 9(2): 45-60.

Peters R, Davies N. Misconceptions and resistance: Barriers to inclusion in inclusive classrooms. Eur J Spec Educ Res 2022; 12(2): 44-59.

Smith J, Jones A. Policy versus practice: Inclusion of students with intellectual disabilities in higher education. Int J Incl Educ 2021; 25(2): 112-130.

Turner S, Reid C. Lecturers’ perception and student outcomes: An inclusive link. J Incl Pedagog 2021; 3(4): 205-220.

Wilson D, Miller P. Training gaps and faculty inclusion readiness in North America. J Postsecondary Educ 2024; 25(1): 101-117.