Inclusive education was adopted at the Salamanca World Conference on Special Needs Education (1994) as the best educational measure capable of dealing adequately with varying learning needs in the general classroom setting. Most of the participating countries e.g. The United States, South Africa, Canada etc. have gone far in providing inclusive education. However, Nigeria, being one of the countries that recognize Inclusive education, has failed to create conducive atmosphere for the proper take-off of this wonderful educational policy by putting in place all the necessary apparatus needed.
Based on this observation, the study was carried out to assess the level of awareness among regular primary and secondary school teachers as well as suitability status of the schools for implementation of inclusion. The study used ten randomly selected schools, and from these schools, 50 teachers were also randomly selected (five from each school). A questionnaire tagged "Baseline Questionnaire for Teachers on Inclusive Education" was used to elicit information on the teachers' level of awareness, as well as the teachers' view on the suitability of the schools for inclusive education practice. Data analysis was carried out using descriptive statistics.
The result showed that the teachers' awareness level about inclusive education is very low, and the majority of them also view their schools as unsuitable for accommodating students with special needs. Recommendations based on the findings were made to make Inclusive education a reality in the country.
Table of Contents
1. Introduction
1.1 Problem Statement
1.2 Research Questions
2. Literature Review
2.1 Principles of Inclusive Education
2.2 Inclusive Education: What is it?
2.3 Inclusive Education in the Developing Countries
2.4 Inclusive Education in Nigeria
3. Method
3.1 Population
3.2 Sample and Sampling Technique
3.3 Instrument
3.4 Validity and Reliability
4. Results
5. Discussion of Findings
6. Conclusion and Recommendations
Research Objective & Focus
The primary objective of this research is to evaluate the viability and implementation status of inclusive education within the Gwagwalada Area Council of Abuja, Nigeria, specifically focusing on teacher awareness, school infrastructure, and the availability of resources for students with special needs.
- Assessment of current awareness levels regarding inclusive education policies among regular school teachers.
- Evaluation of the suitability of school facilities and physical environments for inclusive practices.
- Examination of the availability of necessary instructional materials and support personnel.
- Analysis of teacher preparedness to effectively handle the learning diversity of students with disabilities.
Excerpt from the Book
Inclusive Education in the Developing Countries
Inclusive education’s implementation is bedvilled with a number of barriers in the developing nations. There is lack of resources to meet the educational needs of children with special needs in the regular schools. This has caused most of the parents to have doubt as to whether the needs of their children could be met in these schools, and thereby continue to constitute a threat to the success of inclusive education.
It is a matter of grave concern that children in the developing countries, especially on the African continent face barriers in the educational system for multitude of reasons. (IAEYC,2011). Despite the development of an inclusive education policy to address this exclusion, one of the issues that hampers progress in this part of the world(developing nations) is the lack of teacher skills in adapting the curriculum to meet a range of learning (UNESCO, 2006). A study conducted by UNESCO revealed that teachers in the developing countries lack training, leadership knowledge and supports to adapt curriculum, and these continue to serve as barriers to effective implementation of inclusive education. Apart from this, there is absence of inclusive education infrastructure, policy, planning, financing and monitoring.
Equally, most of the teachers do not have adequate training on how to handle the children with special needs. Corroborating this, Angrist and Lavy (2001) observe that lack of adequate and proper training received by teachers lead to a reduction in their pupils test scores, and this also in no small measure affects the implementation of meaningful inclusive education.
Summary of Chapters
1. Introduction: This chapter highlights the disparity between Nigeria's commitment to the Salamanca Declaration and the actual implementation of inclusive education in its regular schools, while outlining the specific research questions to be addressed.
2. Literature Review: This section establishes the theoretical framework for inclusive education, examines its definition according to international standards, and discusses the specific barriers faced by developing nations, including Nigeria.
3. Method: This chapter describes the research design, population, and sampling techniques utilized to gather data from regular classroom teachers in the Gwagwalada Area Council.
4. Results: This chapter presents the statistical data derived from the questionnaires regarding teacher awareness, availability of instructional materials, and school facilities.
5. Discussion of Findings: This section interprets the study results, highlighting the low awareness among teachers and the significant lack of infrastructure and personnel in schools.
6. Conclusion and Recommendations: This concluding chapter summarizes the key findings and provides actionable recommendations for policy makers and school authorities to improve the implementation of inclusive education.
Keywords
Inclusive education, Student with special needs, Teachers awareness, Regular schools, Salamanca Declaration, Educational policy, Inclusive infrastructure, Special education personnel, Learning diversity, School suitability, Educational barriers, Teacher training, Classroom implementation, Educational facilities, Inclusive pedagogy.
Frequently Asked Questions
What is the primary focus of this study?
The study assesses the current reality of inclusive education implementation in the Gwagwalada Area Council of Abuja, focusing on whether the necessary conditions, awareness, and resources exist within regular schools.
What are the core thematic areas covered in this paper?
Key thematic areas include teacher awareness of inclusive policies, infrastructure suitability, the availability of specialized instructional materials, and the professional capability of teachers to integrate children with disabilities.
What is the central research question?
The research is driven by questions surrounding the level of teacher awareness, the accessibility of instructional materials and facilities, and whether schools possess the personnel and capability to support students with special needs.
What scientific methodology was employed?
The research utilized a descriptive survey design, collecting quantitative data from 50 regular classroom teachers through a structured baseline questionnaire, followed by descriptive statistical analysis.
What specific topics are examined in the main body of the work?
The main body treats the conceptual foundations of inclusive education, its status in developing countries versus Nigeria, the methodology applied to local school assessment, and a detailed discussion of empirical survey results.
Which keywords best describe this research?
Significant keywords include Inclusive education, Teachers' awareness, Regular schools, Students with special needs, and Educational policy.
What did the findings reveal regarding teacher training?
The findings showed that a vast majority (94%) of regular classroom teachers feel incapable of managing students with special needs, highlighting a critical lack of professional training.
How is school suitability rated in the study?
The study determined that schools in the region are 91.2% unsuitable for inclusive education due to the lack of resource rooms, specialized personnel, and lack of essential identification and assessment units for students.
- Quote paper
- Kabiru Raheem (Author), 2023, Assessing the Landscape of Inclusive Education in Nigeria. A Study on Teachers' Awareness and School Suitability, Munich, GRIN Verlag, https://www.grin.com/document/1437153
