Implementation of Inclusive Education in Some States of North-West Nigeria

Ajibola M. A., Sambo M. D., Mannir Usman

Abstract


This study investigated the implementation of inclusive education in some states of the North West, Nigeria. Five research hypotheses guided the study. A sample size of 180 respondents comprised headteachers/desk officers, teachers and students/pupils in an inclusive educational institution. A structured questionnaire developed and validated was used for data collection in the study with a reliability of 0.74.  Analysis of variance (ANOVA) was used in testing the research hypothesis. The results indicated that there was no significant difference among the respondents on the policy issues in the implementation of inclusive education in North-West Nigeria. There was a significant difference among the respondents on the attitudes of teachers towards the implementation of inclusive education in North-West Nigeria.  There was no significant difference among the respondents on teachers’ training towards the implementation of inclusive education in North-West Nigeria. There was a significant difference among the respondents on adequate support and resources in the implementation of inclusive education in North-West Nigeria. There was a significant difference among the respondents on curriculum issues in the implementation of inclusive education in North-West Nigeria. It was recommended among others that for inclusive education policy to work effectively there should be effective and supportive leadership in all the inclusive educational institutions. Teachers should develop positive rather than negative attitudes and confidence towards the implementation of inclusive education in the zone. There should be training and retraining of teachers towards effective implementation of inclusive education and the teachers should avail themselves of these opportunity provided by the government in this direction. The government and the heads of these institutions should provide adequate support services and make available the necessary resources towards the implementation of inclusive education in the zone. The curriculum should be made flexible to accommodate the different segment of the students/pupils which will also allow for everyday survival skills.


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References


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