Abstract

The study investigated the cognitive attitudes of secondary school teachers towards inclusive education in Benue State. Two research questions and two hypotheses guided the study. The study adopted survey research design. A total of two hundred and forty-nine (249) teachers formed the sample for the study. ‘Teachers’ Attitudes Towards Inclusive Education Questionnaire’ (TAIEQ) developed by the researchers was used for data collection. Mean, standard deviation and t-test analysis were employed for data analysis. The results revealed that there is no significant difference in the cognitive attitudes of teachers in schools of special needs and the general education teachers towards inclusive education. The study also found that, there is no mean difference between male and female cognitive attitudes of teachers towards inclusive education. Based on the findings, the following recommendations were made: The Benue State Ministry of Education should employ the services of all professional teachers irrespective of gender as well as counsellors to all secondary schools in Benue State. The government and other school stakeholders should make funds available for the purpose of training and retraining of teachers through regular courses, seminars and workshops so that their cognitive attitudes towards inclusive education in Nigeria will be enhanced.