Assessment of Basic Science Teachers' Attitude Towards Inclusive Education in Public Primary Schools in Makurdi Metropolis of Benue State, Nigeria

This study examined the attitudes of Basic Science teachers toward inclusive education in public primary schools in Makurdi Metropolis, Benue State, Nigeria. As inclusive education gains prominence, teacher attitudes and preparedness remain crucial to accommodating learners with diverse needs. Employing a descriptive survey design, a stratified random sample of 150 Basic Science teachers was selected, out of which 141 completed and returned the questionnaires, yielding a 94% response rate. The study was guided by four research questions and three null hypotheses. Data were collected using a structured questionnaire and analyzed using descriptive statistics, t-tests, and ANOVA at a 0.05 level of significance. Results indicated that teachers generally had a moderate attitude toward inclusive education. While gender did not significantly influence attitudes, both teaching experience and prior training in inclusive education had significant effects. Teachers who had received inclusive education training showed more positive attitudes than those without training. Interestingly, less experienced teachers reported slightly more favorable attitudes than their more experienced counterparts. The study concluded that although teachers are becoming more receptive to inclusive practices, substantial gaps remain in training and systemic support. Recommendations include targeted professional development programs, provision of inclusive instructional materials, and stronger policy implementation. This study contributes to literature on inclusive education in Nigeria and underscores the need for continuous investment in teacher capacity and structural reforms to support effective inclusion.