PARENTS’ AND TEACHERS’ ATTITUDES TOWARDS CHILDREN WITH LEARNING DISABILITIES IN SOME SELECTED SCHOOLS

PARENTS’ AND TEACHERS’ ATTITUDES TOWARDS CHILDREN WITH LEARNING DISABILITIES IN SOME SELECTED SCHOOLS

CHAPTER ONE
INTRODUCTION

1.1    BACKGROUND OF THE STUDY

One of the most pressing issues confronting humanity is the process of providing education to children with learning disabilities (Mular, 2001). This arose from anti-community sentiments in the 1950s and 1960s, which called for the separation of learners with special needs from their regular peers and the assignment of them to separate courses. Many empirical studies were conducted to assess the separation’s success, and the global 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 show that disability rates in poor countries can reach 15%. (1994, Conrin). Special education refers to the various educational options available to students with special needs. needs, based on the learner’s level of difficulty and the importance of the special classes. Nayak (2008) investigated parents’ and teachers’ attitudes toward children with learning disabilities and discovered that teachers are eager to educate these children and are willing to overcome obstacles. It also suggests that parents communicate their concerns, which aids in the implementation of appropriate reintegration methods for their children. Learning disability is a classification that encompasses a wide range of functional areas in which a person has difficulty learning on a consistent basis due to an unknown condition or set of circumstances. While the terms learning disability and learning disorder are frequently used interchangeably, they are not synonymous (Lewasdoski, 2007). Significant learning disabilities in the academic field are referred to as as well as learning disabilities. However, these issues are insufficient to warrant a formal diagnosis. A learning disorder, on the other hand, is a well-established clinical diagnosis in which a person meets certain criteria established by a specialist (psychologist, predicatrician, etc). The difference between the two is based on the severity, frequency, and intensity of reported symptoms and issues, so they should not be confused. When the term “learning disabilities” is used, it refers to a group of conditions characterized by a failure to develop certain academic language and communication skills (Fred, 2005). Although the precise causes of learning disabilities are unknown, many illnesses are thought to be associated with central nervous system dysfunction, heredity, diet, and prenatal and early childhood damage (Jude, 2002). Regardless of the fact that

Although each learning disorder is distinct, children with learning disabilities report several common issues, including sluggish and inefficient reading, slow essay writing, difficulty with organization and mechanics of writing, and frequent arithmetic calculation errors.

1.2 THE PROBLEM’S STATEMENT

In any community, but especially in Nigeria, parental and educational attitudes toward children with learning disabilities are problematic. Several debates, seminars, and conferences have been held to address this issue, but the problem remains unresolved. Rather, it appears to be worsening by the day, particularly among elementary and secondary school teachers. The goal of this research is to look into the attitudes of parents and teachers toward children with learning disabilities in a few Ogun State schools.

1.3 THE STUDY’S OBJECTIVES

The study’s

The goal is to look at the various types of learning difficulties that students face in school. To teach parents and teachers how to assess, identify, and educate children who are learning disabled. Also, to reduce isolation or prejudice among other children, as well as negative stereotypes about special-needs children.

1.4 QUESTIONS FOR RESEARCH

i. What kinds of learning difficulties do schoolchildren face?

ii.How can parents and teachers be educated on how to assess, identify, and educate children who are learning disabled?

iii. How can other children’s isolation or prejudice, as well as negative stereotypes about children with special needs, be reduced?

1.5 THE STUDY’S IMPORTANCE

The goal of this study is to examine parents’ and teachers’ attitudes toward children with learning disabilities in a few settings.

Ogun State has special education schools.

i. It will focus parents’ attention on their attitudes toward their children with learning disabilities.

ii. It will call attention to instructors’ attitudes toward students with learning disabilities.

iii. It will expose government attitudes toward children with learning disabilities.

iv. To assess the educational level of children who have learning disabilities.

1.6 THE STUDY’S OBJECTIVE

This study will concentrate on the factors that influence parents’ and teachers’ attitudes toward children with learning disabilities. It will emphasize the importance of additional teacher training and support in Nigeria.

1.7 TERMS AND CONDITIONS

A disability is an illness, injury, or condition that makes it difficult for someone to do things that others can do.

Learning

is the gathering of information. Studying has provided me with knowledge.

A person’s attitude is their reaction to something, whether positive or negative. The way you regard someone. Confident, often aggressive behavior that shows you don’t care about other people’s opinions and prefer to do things your way.

A person’s father or mother is referred to as their parent.

A teacher is someone who works as a teacher, typically in a school.

IMPACT: Having a large impact.