Open Collections

Olalekan-Maxwell, Esther

It has been observed by many scholars that in Nigeria, there is very little implementation of inclusive education in schools, which results in a lack of accessible education, or any education, for students with special education needs (SEN). Research has found that the success of inclusive education implementation is context-specific. In Nigeria, the contexts vary between states, and for the North Senatorial District of Ondo State, there is very little existing research regarding the implementation of inclusive education and the challenges that teachers may experience in their classrooms. This study uses a phenomenological qualitative research design to explore teachers’ experiences of implementing inclusive education in public primary schools in Ondo State. This research study has provided a holistic understanding of the challenges experienced by teachers while considering the context of the Nigerian educational system. Through four semi-structured interviews, this study discovered that many participants are doing the best that they can to create an inclusive classroom environment and are generally making efforts to include all students. This study observed nine challenges as described by teachers in Ondo State, Nigeria: lack of government funding, inadequate teaching facilities, negative teachers’ attitudes, school environment, professional development, cultural stigma, parent inattention, time allocation, and age gaps among students. This paper also suggests areas for future research with recommendations on developing compassionate governors and educators who will establish an inclusive society that appreciates everyone's basic right to belong.

Graduating Project

eng

2023-05-01

Attribution-NonCommercial-NoDerivatives 4.0 International

http://hdl.handle.net/2429/84531

UBCV

Graduate

DSpace