A Study of Blind Education In Three States of Nigeria by David Oyebamiji Akanji

Author:David Oyebamiji Akanji [Akanji, David Oyebamiji]
Language: eng
Format: epub
Publisher: Trafford
Published: 2009-09-08T04:00:00+00:00

1. Inclusion of special needs children into the general education classroom is not beneficial to them because: (a) these children cannot follow the instruction in the mainstream classes, and (b) the teacher cannot offer additional help.

2. Students with special needs should not be included into the general education classroom because in reality there are many problems that prevent a quality of education in a mainstream classroom.

3. Proper supports and accommodations are often lacking in inclusion of special needs students into the general education classroom.

4. In most cases, students with special needs are done a disservice because they receive less time, little attention, and less focus.

5. Large class size, in my opinion, is the greatest obstacle to the mainstreaming of all types of special needs students.

6. The general education teacher often is not prepared to teach students with special needs and does not receive appropriate training to help them.

7. As a result of inclusion, students with special will not receive the same special attention in the general education classroom.

8. While school systems in Nigeria are trying to implement inclusion policies, there is no control for administration’s and teachers’ knowledge of inclusion.

9. In inclusion practices, it would be problematic to expect teachers to be able to make multiple accommodations for all students.

10. Special needs students can easily get lost in the regular classroom setting because they are typically quiet and are not disruptive.

11. For inclusion practices, there is a lack of necessary resources as well as lack of professional development and training for teachers and support staff.

12. Inclusion of special needs into the general education lowers the quality of instruction for all other children.

13. There is a lack of appropriate funding, administrative support, and teacher training to practice the policies related to inclusion of students with special needs.

14. Education of the special needs students could best be served through instruction in a special education classroom not in a regular education classroom.

15. Few mainstream and regular classroom teachers are adequately trained or have knowledge and experience necessary to fulfill special needs of students.

16. Placement of students with special needs into special education class enables teachers to provide more adequate instruction.

17. The problems of public education for the regular students are so overwhelming that there is not enough room for education of students with special needs.

18. There is currently a lack of support and provision of teaching and learning facilities on the part of government to help proper inclusion policies and practices.

19. Special needs students usually do not receive the instruction or materials they need for their education and, thus, they will be left with fear of failure.

20. Generally speaking, in inclusion practices, students with special needs distract regular students’ learning in general education.

As reflected in these statements, a number of survey participants expressed their concerns about inconsistencies in inclusion policies and practices in public schools, problem of placing special needs students into the crowded classrooms, little efforts on the part of school administrators to encourage parental involvement, and lack of adequate teacher training and preparation to handle the diverse population of mainstream students.

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