Instructional Needs Of Teachers For Inclusive Classroom In Primary Schools
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Instructional Needs Of Teachers For Inclusive Classroom In Primary Schools
ABSTRACT
In recent years, the debate over inclusive education has shifted from high-income countries like the United States and Canada to low-income countries like Nigeria, where an official policy has been adopted to educate children and youth with disabilities alongside their peers without disabilities in regular schools (National Policy on Education, 2008).
There is a growing realisation that integrating children with disabilities into mainstream education can give them with opportunities to learn in natural, dynamic environments, potentially leading to improved acceptance and appreciation of diversity.
Thus, there is ongoing debate in Nigeria among educators, local, state, and federal policymakers, parents, and even people with disabilities about the efficacy of inclusion and the inevitable restructuring of general education that will be required to make learning meaningful in an inclusive environment.
The issue has been perceived as putting more pressure than ever before on most children with disabilities to access the general curriculum and achieve the same requirements as typical pupils.
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