To be able to include learners with disability and other forms of Special Needs, teachers need training.
UNESCO (2005) observes that Inclusion may call for changes and modifications in content, approaches, structures
and strategies with a common vision which covers all children of the appropriate age range bearing in mind that
all children should be catered for in the regular system. This implies that, when teachers are trained and
equipped with knowledge and skills in Inclusive Education, they will be able to manage inclusive education
classrooms and thus supporting learners with special learning needs.
Early studies had showed that as well as being apprehensive about the quality of the academic
work that children with disabilities in regular classes could produce, teachers also were
concerned about their own levels of preparation for inclusive practice (Bender, 1985).
It’s expected therefore, that knowledge and skills in Inclusive Education practice will arm the teachers and
they will be able to deliver appropriate services to the CWDSNs. Ignorance of what to offer has been partly
the cause of negative attitude. ’Teacher attitude is a key factor in the success of educational