NATURE OF INCLUSIVE EDUCATION

Nature of Inclusive Education

Nature of Inclusive Education

Introduction

Educational programmes for students with disabilities have traditionally been built upon the assumption that a variety of service delivery options needs to be available. The Internal Institutive of Democracy and Electoral Assistance (IDEA) act for individuals with disabilities education requires that a continuum of placement options be available to meet the needs of students with disabilities. The law also requires that to the maximum extent appropriate, children with disabilities are educated with children who are not disabled and that special classes, separate schooling, or removal of children with disabilities from the regular environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be attained satisfactorily. It is expected that the outcome of the study will be beneficial to the stakeholders in Nigerian education to make constructive decision as regards segregated and inclusive schools in the Oyo State of Nigeria.

Objective

The objective of this study is to explore the attitudes of teachers about inclusion of special needschildren in their secondary schools in general education.

Hypothesis

Four hypotheses were postulated. The instrument, a questionnaire with question items on demographic information like gender, marital status, professionalism and teaching experience has a general reliability coefficient alpha of .83. A t-test method of analysis was the main statistical method used to test the 4 generated hypotheses; they are:

H01: There is no significant difference between male and female teachers in their attitude towards the inclusion of special needs students in general education classrooms.

H02: There is no significant difference between married and single teachers in their attitude towards the inclusion of special needs students in general education classrooms.

H03: There is no significant difference between professional qualified and non-professional qualified teachers in their attitude towards the inclusion of special needs and children in general education classrooms.

H04: There is no significant difference between teacher with less than 10 years of teaching experience and their counterparts with more than 10 years of teaching in their attitude towards the inclusion of special needs students in general education classrooms.

Research Design

The research will be based on primary as well as secondary data collection. The data will be extracted from various journals, articles and books. In secondary research data will be extracted from various journals, books and articles. Quantitative research will be used for proposed study and for this purpose questionnaire are also used for the comprehensiveness of this study.

Methodology

The study adopts a pure descriptive approach. The sample was composed of 600 teachers who worked in general education school (regular schools) in Oyo State of Nigeria. Data on the demographic information of the study sample indicate that 73.8% were married, and 26.2% were single. The data further reveal that 74.8% of the participants were professional teachers, while

25.2% of them were not professionals. Considering teaching experience, participants with 1-9 years and 10 years and above were 50% respectively.

The breakdown of the sample can be found in ...