Effects of teachers attitudinal barriers on the academic performance of students with disabilities in two selected primary schools in Nyamagabe District

Abstract

The study titled "Effects of Teachers’ Attitudinal Barriers on the Academic Performance of Students with Disabilities in Two Selected Primary Schools in Nyamagabe District" is motivated by the observed underperformance of students with disabilities in public primary schools within Nyamagabe District. To address this issue, the research aimed to assess the attitudinal barriers exhibited by teachers towards students with disabilities in these primary schools. Additionally, the study sought to evaluate the academic performance of students with disabilities in the selected schools within Nyamagabe District. Furthermore, the research aimed to investigate the potential relationship between teachers’ attitudinal barriers and the academic performance of students with disabilities in the Nyamagabe District context. The research population consists of 70 individuals, primarily comprising teachers from public primary schools in Nyamagabe District. Additionally, key informants such as Head Teachers and Deputy Head Teachers were included in the population. For the study, a total of 57 respondents were selected, comprising 53 teachers chosen randomly from the pool of participants and 2 Sector Education Officers (SEOs) and 2 Head Teachers selected purposefully from two specific primary schools within the district. The selection process employed a combination of simple random sampling and purposive sampling based on respondent categories. The collected data underwent analysis and interpretation through a combination of qualitative and quantitative approaches. Qualitative data were analyzed using SPSS version 22, whereas quantitative data were scrutinized through extracts and explanations. The findings of the study reveal that there are different attitudinal barriers exhibited by teachers towards students with disabilities in primary schools in Nyamagabe. District. It has been found that factors like negative attitudes and beliefs towards inclusive policies, stigmatization and stereotyping, low teachers’ expectations, lack of empathy, inflexibility and negative perception towards inclusion contribute to poor performance of students with disabilities. Moreover, the Pearson correlation coefficient (r) stands at .771**, signifying a robust correlation, highlighting a strong connection between teachers' attitudes and the academic success of students with disabilities in Nyamagabe District's primary schools. Ultimately, it is strongly encouraged that every stakeholder within the education sector prioritize investment in inclusive education for all individuals. This investment stands as the sole and most effective means to significantly enhance academic achievements among students with disabilities in Rwanda.