Teachers Knowledge Of Inclusive Lower Primary Education In Ifako-Ijaiye Local Government Area Of Lagos State, Nigeria

Temitope Funminiyi Egbedeyi

Abstract


Teachers play significant role in the process of implementing inclusive lower primary education, but it is important to note that inclusive education is yet to be fully implemented in Nigeria despite the numerous benefits associated to it. As one of the major implementers of inclusive lower primary, it is imperative to study teachers’ knowledge of inclusive lower primary education in Ifako-Ijaiye, as to provide empirical evidence. Descriptive survey research design was adopted with thirty five (35) teachers who were sampled using simple random. A self-designed research instrument titled Teachers Knowledge of Inclusive Education Questionnaire (α = 0.92) was used to collect data. One research question was answered and two hypotheses were tested at 0.05 level of significance. Teachers have average knowledge of inclusive lower primary education (Average Percentage = 53.6). Regular and special teachers have no significant difference on knowledge of inclusive education (t = 0.50; df = 33; p>0.05). Based on the findings, it was recommended that Nigerian Government, concerned Non-Governmental Organizations and Scholars should ensure that regular trainings are organized for lower primary teachers in order to update their knowledge about inclusive education

Keywords


Inclusive education; Lower primary education; Teachers knowledge

Full Text:

PDF

References


Adedokun, M.O and Olaleye, F.O. (2014). Inclusive Education and the Development of

Nigerian Communities. International Journal of Academic Research in Progressive Education and Development. Vol 3(1). 8-31

Adetoro, R. A. (2014). Inclusive Education in Nigeria—A Myth or Reality? Creative

Education Vol 5. Pp 1777- 1781.

Aggarwal, Y.P. (2008). The science of educational Research. Nirmal Book Agency.

Akinbote, O. (2011). Issues in Early Childhood and Primary Education. National Open

University of Nigeria

Asodike, J and Ikpitibo, C. L. (2011). Basic issues in primary education delivery in Nigeria.

European Scientific Journal. 8(1)

Berger, P. and Luckmann, T. (1966). The social construction of reality. New York:

Doubleday

Bruns, A. D., and Mogharberran, C. C. (2009). The gap between beliefs and practices: Early

childhood practitioners’ perceptions about inclusion. Journal of Research in

Childhood Education 21(3): pp 229-241.

Burke, K. and Sutherland, C. (2004). Attitudes towards inclusion: Knowledge vs. Experience.

Education 125(2): pp 163-172

Chaula, G. J. (2014). Challenges Teachers Face in Implementation of Inclusive Education in

Primary Schools in Tanzania A Case Study of Two Primary Schools in Tanzania.

MASTER’S THESIS Hedmark University College

Crane-Mitchel, L., and Hedge, A. V. (2007). Belief and practices of in-service preschool

teachers in inclusive settings: Implications for personnel preparation. Journal of

Early Childhood Teacher Education 28: pp 353-366.

Dapudong, R. C. (2014). Teachers’ Knowledge and Attitude towards Inclusive Education:

Basis for an Enhanced Professional Development Program. International Journal of

Learning and Development 4(4)

Fakolade, O. A and Adeniyi, S. O. (2009). Attitude of teachers towards the inclusion of

special needs children in general education classroom: the case of teachers in some

selected schools in Nigeria. International Electronic Journal of Elementary

Education 1.3.

Egbedeyi, T. F. (2017). Parents and Teachers’ Awareness and Knowledge of Economic and

Social Benefits of Inclusive Lower Primary Education and Practices in Ifako-Ijaye Local Government. Unpublished M.Ed Project submitted to Department of Teacher Education, University of Ibadan: ix- 100

Garuba, A. (2003). Inclusive Education on the 21st Century. Challenges and Opportunities

for Nigeria. Asia Pacific Disability Rehabilitation Journal Vol. 14 (2).

Hulek, A.1997. Pedagogika rewalidacyjna (Revalidation pedagogy,), Warszawa: PWN.

Lucy A. E., Ezekiel O and John, A. O. 2015. Challenges Facing Implementation of Inclusive

Education in Public Secondary Schools in Rongo Sub- County, Migori County,

Kenya, IOSR Journal of Humanities and Social Science (IOSR-JHSS) 20.4: 39-50.

Maheshwari, P and Shapurkar, M. (2015). Awareness and Attitudes of Primary Grade

Teachers (1-4thGrade) towards Inclusive Education, International Scholarly and

Scientific Research and Innovation 9(11): 3873-3878

Odebiyi, O. M. (2014). Pre-Primary and Primary School Teacher Perception of and Attitude

towards Inclusive Education in Ibadan. Unpublished Dissertation. Submitted to the University of Ibadan.

Odom, S.L., Buysse, V., and Soukakou, E. 2011. Inclusion for Young Children with

Disabilities: A Quarter Century of Research Perspectives, Journal of Early

Intervention 33.4: 344-356.

Oduolowu, E. (2011). Contemporary issues in early childhood education. Ibadan: Franco-Ola

Publishers.

Omede, A.A. 2011. Reforms in special education for optimum educational attainment by

person with special needs for national development. Journal of Merging Trends in

Educational Research and Policy Studies 2.4:296-300.

Szczepska-Pustkowska, M. 2009. Prawa dziecka, W: D. Klus-Stańska, M. Szczepska-

Pustkowska (Red.), Pedagogika wczesnoszkolna – dyskursy, problemy, rozwiązania.

Warszawa: Wydawnictwo Akademickie i Profesjonalne (Rights of the child, D.

Klus-Stańska, M. Szczepska-Pustkowska (Red.), Early school pedagogy - discourses,

problems, solutions. Warsaw: Academic and Professional Publishing House).

Salami, I.A. (2013). Inclusive early childhood education in Nigeria: the journey so far. The

Journal of International Association of Special Education Vol 15(2): 118-126.

Salami, I.A and Egbedeyi, T.F. (2018). Inclusive Lower Primary Education: Parents’

Awareness of the Economic and Social Benefits. Journal of Positive Psychology and Counselling Vol 2 (1) pp 33-45

Struzik, A. (2014). Different ways to individual success of a pupil – from segregation to

inclusion in The paradigm of inclusive education in theory and practice edited by Zdzisława Zacłona and Ivica Radovanović. Nowy Sącz pp 9-17

Sucuoğlu, B., Bakkaloğlu, H., Karasu, F. İ., Demir, Ş., and Akalın, S. (2014). Inclusive

Preschool Teachers: Their Attitudes and Knowledge about Inclusion. International Journal of Early Childhood Special Education (INT-JECSE) 5.2: 107-128.

UNICEF (2007). Promoting the Rights of Children with Disabilities, UNICEF, Florence.




DOI: https://doi.org/10.31098/ijeiece.v2i2.418

Article Metrics

Abstract view : 53 times
PDF : 24 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Temitope Funminiyi Egbedeyi

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

PUBLISHED BY:

RESEARCH SYNERGY FOUNDATION & FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITAS TERBUKA INDONESIA

International Journal of Emerging Issues in Early Childhood Education (IJEIECE)

Mailing Address: 
Research Synergy Foundation
Jalan Nyaman no 31 
Komplek Sinergi Antapani 
Bandung 40291 - Indonesia. 

Faculty of Teacher Training and Education Universitas Terbuka Indonesia 
Jl. Pd. Cabe Raya, Pd. Cabe Udik, 
Kec. Pamulang, Kota Tangerang Selatan, 
Banten 15418. 
Phone: (021) 7490941. 

Email:ijeiece@journals.rsfpress.com

 

The International Journal of Emerging Issues in Early Childhood Education (IJEIECE) is indexed by:
 
   
 
 
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.