Teachers' Perceived Obstacles and Strategic Measures to Effective Inclusive Curriculum's Practice in Oyo North Senatorial District

Abstract

This paper examined teachers perception as per obstacles that stand in the way of proper and effective implementation of inclusive curriculum in our schools as well as the measures to curtail the obstacles. This was done so as to put forward measures capable enough to solve the problems for the betterment of the entire nation. 100 teachers were purposively selected from 10 government primary and secondary schools within Oyo North Senatorial District to elicit information from a self-structured questionnaire tagged “Questionnaire on Obstacles and Strategic Measures to Inclusive Curriculum” (QOSMIC). The questionnaire was pilot tested among 20 regular classroom teachers in Gwagwalada Area council and Cronbach’s alpha coefficient of 0.86 was arrived at. Data collected were analysed using frequency count and percentage scores. Results showed that overcrowding/classroom congestion (96%), lack of enough qualified personnel (92%), lack of adequate in-service training  for  teachers (87%), lack of adequate instructional materials(84%), and negative attitude towards persons with special needs (81%) were perceived as obstacles to proper and effective implementation of inclusive Curriculum, while reduction of class size to a manageable size (87.5%),extensive in-service training for teachers (85.8%), provision of appropriate instructional materials (82.5%), and positive attitudinal change towards persons with special needs (73.3%) were perceived as strategic measures capable of solving the problem. The study recommended among other things that overcrowding(classroom congestion) in our schools should be seriously tackled and extensive in-service training for teachers should also be embarked upon.