Eze, Joseph Chukwuemeka and Onwudi, Smarth Uchechukwu (2012) VIEW OF TEACHERS IN IBADAN ON INCLUSIVE EDUCATION IN NIGERIA. African Journal of Inclusive Education, 1 (1). pp. 73-81.
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Abstract
The study sought to find out the view of teachers (Public, Private, and Special) in Ibadan on inclusive education in Nigeria. It adopted a simple survey method that involved the use of a questionnaire. A total of 100 teachers made up of 40 each from both public and private schools and 20 from special school were sampled for the study. The study revealed that majority of the teachers were of the view that the present curriculum meets the requirements of inclusive education; that special needs children should be included where possible; that regular teachers can adapt their programme to accommodate special needs children; that teachers need special training to be able to handle inclusive classrooms; that ministry of Education is ready for inclusive education and that Nigeria is ripe for inclusive education. Most of the teachers disagreed with the view that any teacher can handle inclusive classroom; that inclusion is likely to hurt the emotional development of special needs children and that special needs children will be isolated by regular classroom mates. It was then recommended that Government should explore this positive disposition of teachers to inclusive education by seeing to full implementation of the policy and also providing adequate training for teachers with regard to the policy on inclusion. There is need for more enlightenment programmes for teachers in private schools on the tenets of inclusive education.
| Item Type: | Article |
|---|---|
| Subjects: | L Education > LB Theory and practice of education |
| Divisions: | Faculty of Arts > Faculty of Law > Faculty of Management and Social Sciences > Faculty of Education |
| Depositing User: | Uchenna Eneogwe |
| Date Deposited: | 03 Jun 2025 10:23 |
| Last Modified: | 03 Jun 2025 10:23 |
| URI: | http://eprints.gouni.edu.ng/id/eprint/4737 |
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