Komolafe Adefunke Titilayo (PhD), Shaakirah Oluwakemi Mustapha


This study examined teachers’ attitudes towards modes of assessment of inclusive learners. Descriptive survey research design was successfully adopted. Sample size of seven (7) schools of 15 teachers each in the chosen schools in Lagos Mainland Local Government Area, Lagos State was employed using simple random sampling technique. Descriptive statistics (frequency tables, percentages, mean and standard deviation) was used for the research questions while inferential statistics (Analysis of Variance) was used for testing the hypotheses. Finding revealed that there is no significant effect of effect of teachers’ attitudes towards modes of assessment of inclusive learners (p=0.000; p<0.05). The study concluded that the implementation of assessment requires teachers’ understanding toward the principles and how to conduct the assessment appropriately, so that the students’ learning achievement might be measured accurately. It was recommended that teachers should develop sound pedagogical attitudes in the three domains of learning so as to enhance the students’ performance.


Inclusion, Mode, Assessment, Special Needs, Teachers, Attitudes.

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