Inclusive Education Setting in Southwestern Nigeria: Myth or Reality?

Autor/in	Oluremi, Fareo Dorcas
Titel	Inclusive Education Setting in Southwestern Nigeria: Myth or Reality?
Quelle	In: Universal Journal of Educational Research, 3 (2015) 6, S.368-374 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-3205
Schlagwörter	Foreign Countries; Inclusion; Mainstreaming; Regular and Special Education Relationship; Accessibility (for Disabled); Barriers; Assistive Technology; Teacher Attitudes; Special Education Teachers; Statistical Analysis; Academic Achievement; Gender Differences; Disabilities; Access to Education; Hypothesis Testing; Secondary School Students; Secondary School Teachers; Public Schools; Check Lists; Questionnaires; Symptoms (Individual Disorders); Nigeria + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Accessibility; Zugänglichkeit; Lehrerverhalten; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Statistische Analyse; Schulleistung; Geschlechterkonflikt; Handicap; Behinderung; Education; Access; Bildung; Zugang; Bildungszugang; Hypothesenprüfung; Hypothesentest; Sekundarschüler; Public school; Öffentliche Schule; Checkliste; Fragebogen; Psychiatrische Symptomatik
Abstract	Researches from developed and developing countries found that there were problems affecting the inclusive education in Nigeria. Hence, there is need to determine the challenges facing the schools where inclusive education is being implemented, and what could be done to improve the programme. The study showed that essential facilities and materials like hand railings, hearing aids, Braille, instructional materials, and lower toilets were not available, although the few that were available (typewriters, resource rooms, wheel chairs) were in poor condition. The difference between the attitude of special and regular teachers to students with special educational needs was significant with a t-test value of 1.91 (P<0.05). The influence of students with special educational needs exceptionality types in their self-perception was significant with a Chi-square analysis of 39.75 (P<0.05). However, the difference between the academic performance of male and female students with special educational needs was not significant with a t-test value of 1.19 (P>0.05). The study concluded that inclusive education was a reality in Nigeria because it became an educational policy since 1977 that all the states should have inclusive schools for students with special educational needs; and this has been in operation in Nigeria since then. Nevertheless, students with special educational needs were yet to be fully integrated into regular classroom setting. This was due to problems affecting inclusion; which could negatively affect their social and academic performance. The school curriculum should be modified to meet specific needs and purpose of educating students with special educational needs. Efforts should be made by government and other stakeholders of education to frequently expose teachers in mainstreamed setting to workshop and seminars on education of students with special educational needs. (As Provided).
Anmerkungen	Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail: editor@hrpub.org; Web site: http://www.hrpub.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01