TEACHERS’ AWARENESS AND IMPLEMENTATION OF THE DISABILITY ACT, 2018 IN PUBLIC SECONDARY SCHOOLS IN KWARA STATE

Michael Olusola BAMISAYE, Prof. Olubukola Christanah DADA, Adedayo ADESOKAN (Ph.D)

Abstract


Teachers’ awareness of the Disability Act, 2018 attracted considerable attention among stakeholders and plays critical roles in the implementation of the provisions of the Disability Act, 2018 for students with disabilities in Nigeria. The purpose of this study was to investigate teachers’ awareness and implementation of the Disability Act, 2018 in public secondary schools. The study was guided by one research question and three hypotheses. The study adopted a mixed method research known as Explanatory Sequential Design. Simple random sampling technique was used to select 378 respondents from public secondary schools across Kwara State. Teachers’ Awareness of the Disability Act, 2018 Questionnaire (TADAQ) and Group Interview was used for data collection. The instruments were validated by three experts, all from Faculty of Education, KwaraState University, Malete. Test-retest method was used to determine the reliability coefficient of the instrument, which was 0.76. Mean and standard deviation were used to answer the research questions; t-test and one-way analysis of variance (ANOVA) were used to analyze the hypotheses at 0.05 level of significance while thematic analysis was used to analyze qualitative data collected. Findings revealed that: teachers’ awareness of the disability Act 2018 in public secondary schools in Kwara State was low; there was no significant difference in teachers’ awareness of the Disability Act, 2018 in public secondary schools based on qualifications (F(4,373) = 1.998, p>0.05); there was a significant difference in teachers’ awareness of the Disability Act, 2018 in public secondary school based on school location (sig = 0.03, p<0.05). Based on the findings, it was recommended that school-based legal awareness programmes should be organized regularly in schools. Attendance at capacity building workshops, seminars and conferences to update teachers’ awareness should be made prerequisite for teacher’s promotion.


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References


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