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Database ProQuest Dissertations & Theses Global More like this Search this database... Search button Full text options Get full text Link to external site, this link will open in a new window Ask a Librarian Related items No other documents could be recommended to you based on your available ProQuest content. Back to top Ask a Librarian Contact Us Terms and Conditions Privacy Policy Cookie Policy Cookie Preferences Accessibility Knowledge, attitude and practice of inclusive education : case study of young person with autism spectrum disorder in Nigeria Odunsi, Remi . The University of Northampton (United Kingdom), ProQuest Dissertations Publishing, 2019. 27924253. Cite Cite pqdtglobal 2371982689/abst KvEJVjyMrdD/5Fh
Scholarly Journal Articles and Dissertations 42 Email PrintAll Options No items selected layer No items selected × Please select one or more items. Close 1. Abstract/Details Hide highlighting Abstract Translate From To Translate This thesis explores the impact of knowledge and attitude in the practice of inclusive education in Lagos State, Nigeria through the case study of a young person with autism spectrum disorder ( ASD) in a mainstream primary school. The study looked at how the inclusive education policy adopted by the country in their National education policy (2004, 2008) is formulated and implemented in schools. The study identified the mechanisms that were constraining the process of inclusive education at the different levels of the social systems in which the schools are embedded and the reasons for the poor implementation of the policy. The survey of the teachers which was carried out by questionnaire revealed that their knowledge and understanding of Autism Spectrum Disorder is generally low. The age and qualification of the teachers were linked to the level of knowledge of ASD. The interviews of the key professionals around the young person with ASD confirmed the link between the age and qualifications of the professionals to their knowledge and attitudes towards young people with ASD and disabilities in general. The professionals, including the teachers who have knowledge and understanding of ASD are not sharing them with those who do not have because of the lack of leadership at the school, local authority and the national level needed in promoting inclusive education. The education administrators at the local authority level who are supposed to monitor the implementation of the policy in schools are constrained by their low level of knowledge and negative attitude. The Federal ministry of education that is responsible for the special needs education in the country stopped at the formulation of the policy without clear guidance on its Select language...
Scholarly Journal Articles and Dissertations 43 implementation at the different levels of local authority and school. The study concluded with recommendations for the implementation of the recently formulated Special Needs Education Policy that is accompanied by guidelines. The negative attitudes from the cultural beliefs and values can be addressed through knowledge and understanding of SEND. The knowledge is

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