TEACHER TRAINING PROGRAMMES AND POLICY IMPLEMENTATION AS PREDICTORS OF EDUCATORS' ATTITUDES AND PRACTICES TOWARDS CHILDREN WITH SPECIAL NEEDS IN LAGOS STATE

Abstract

This study investigates the role of teacher training programmes and the implementation of policies as predictors of 
educators' attitudes and practices towards children with special educational needs (SEN) in Lagos State. Despite 
increasing awareness and efforts to integrate children with SEN into mainstream education, challenges remain in 
fostering inclusive teaching practices. This study examines how teacher training programmes, specifically those 
focused on SEN, influence educators’ attitudes towards inclusive education and their ability to implement inclusive 
practices effectively. Additionally, the study explores the extent to which policies such as the Lagos State Special 
People’s Law (2011) and the National Policy on Disability (2017) are being implemented and how these policies 
impact teachers’ attitudes and practices towards SEN students. A mixed-methods approach, including surveys, 
interviews, and policy reviews, were used to gather data from teachers, school administrators, and education 
stakeholders. The findings provide insights into how well teacher training and policy implementation can promote 
more positive and effective practices for SEN inclusion in Lagos State. The study’s recommendations emphasis the 
importance of strengthening teacher training programmes and policy enforcement to ensure greater support for 
children with SEN, contributing to a more inclusive educational environment.