TEACHERS PERCEPTIONS OF THE REGULAR LEARNERS’ BEHAVIOUR TOWARDS PUPILS WITH INTELLECTUAL DISABILITIES

Abstract

Of all categories of learners with special needs, persons with intellectual seem to face more social challenges in schooling than others. This may be attributed to their poor adaptive social skills. This study aimed at investigating perceptions of two categories of teaching staff of Abdulrasheed Adisa Raji Special School, Sokoto on behaviours towards pupils with intellectual disability of that school. A case study and structured questionnaire methods were used and a total number of 50 teachers were engaged in the research, employing the use of longitudinal case study design. The self structured instrument used for data collection was validated before use and the data collected was subjected to a descriptive statistics involving frequency counts and simple percentage. The study found regular learners of the school manifesting range of negative behaviours towards pupils with intellectual disability, some of which include labelling, rejection, avoidance behaviour, demonizing, behaviour and indifference as perceived and reported by the samples used. The study therefore concluded on the need for serious awareness campaign to bring about understanding and unconditional acceptance of this category of learners. In addition to that, retooling of the available teaching staff, recruitment of more qualified special teaching staff and more funding for catering the needs of learners with intellectual disability and their teachers, are highly required.