Inclusive Education And Provision Of Quality Education For Children With Special Educational Needs In Public Primary Schools In Bauchi, Nigeria

ABSTRACT

The purpose of the study was to investigate the status of inclusive education and provision of quality education in public primary schools in Bauchi state. The study was conducted in eight public primary schools in Bauchi. The study was based on the Social Model of Disability Theory as discussed by Mike Oliver (1983). This study adopted the mixed method approach. The study targeted the population of general education teachers in all the 8 public primary schools, children with special educational needs, parents of children with special needs and school heads. 40 teachers, 80 children with special educational needs, 80 parents and 7 head teachers were purposively sampled for the study. Questionnaires, an interview schedule, focus group schedule and an observation checklist were the instruments employed for the study. Content validity was used to gauge the dependability of the instruments, their relevance to the subject matter, appropriateness of language used and clarity of purpose. Test re-test method was used to determine the reliability of the research instruments. Pearson Product Moment Formula was applied to compute the correlation coefficient. The quantitative data obtained was analyzed using the Statistical Package for Social Science (SPSS) programme. Descriptive statistics, that is frequency distribution and percentages, were used to describe and summarize data. Data from interview and FGDs was coded, categorized and analyzed following the themes derived from the research objectives. The findings established that regular schools were not equipped with adequate teaching and learning resources to support an inclusive education programme; classrooms were overcrowded; school buildings were not barrier free; most teachers were not trained in special needs education and the current curriculum is not modified for the benefits of children with special needs. The study also revealed that parents` socio-economic status affect the education of children with special educational needs, making it very difficult for the parents to send all their children to school. Moreover, the study identified the provision of transportation for CWSNs, free education and community involvement as strategies that can bolster and enhance the inclusive education programme. Other strategies identified include the involvement of parents of children with special needs education in school decision making regarding the education of their children and the enlightenment campaign on the benefits if inclusive education. Based on these findings, the study recommends that governments should formulate and implement sound policies and corresponding delivery mechanisms to ensure the effective implementation of the inclusive education programme, guaranteeing compliance with apposite periodic audit following ups.