ABSTRACT
The introduction of UBE implies inclusiveness. This study was undertaken to ascertain the extent to which teachers in Upper Basic (UB) classes imbibe inclusive practices in Gombe State since it is one of the states of the federation where UBE is introduced. The study was premise on 5 research questions and 3 null hypotheses while the study adopted descriptive survey design. The population of the study are all UB teachers in Gombe Local Government Area (LGA) and the population was sampled through simple random sampling technique. Inclusive Practices Questionnaire (IPQ) was designed by the researcher for data collection and was validated by 3 experts while a trial test was conducted outside the study area using Cronbach’s Alpha method of reliability to establish the internal consistency of the instrument. Data collected was analyzed using descriptive statistics (mean and standard deviation) and t-test. One of the findings of the study revealed that the level of experience, qualification and gender do not influence the frequency to which Gombe LGA UB teachers employ alternative assessment in their classroom situations. It was recommended that for teachers to acquire and apply inclusive practices in their classroom settings there is the urgent need for retraining, training and retention of teachers by educational planners and government at all levels. Educational implications, suggestions for further studies and limitations of the study were equally made.
CHAPTER ONE
INTRODUCTION
Background of the Study
In spite of the growing legislations, awareness and advocacy, the persons with special needs are still being discriminated and excluded from full participation in all facets of life. This explains why United Nations Educational Scientific and Cultural Organization (UNESCO) has observed constituted one of the greatest problems facing the world (UNESCO, 2003).
At the beginning of formal education for persons with special needs was principally meant to equip them with adaptive and self-help skills for their daily living. Over time however, there was a growing awareness on the need to give them formal education and this resulted to a shift from the segregated mode of education to integrated approach (Unachukwu, Ozoji & Ifelunni, 2008). The consideration that the exceptional persons are part of society and must not be excluded from meaningful participation in and out of classroom affairs led to the evolution and adoption of inclusive education. This educational approach is a complete departure from the practice of special schools, a system where placement in a class is occasioned by the strength and weakness; abilities and disabilities of learners (Egaga, 2008).
At the core of inclusive education, is the right to education which every child has. This is pronounced in the United Nations’ article 26(1) of Universal Declaration of Human Rights of 1948 (UN, 1948). At the Jomtien World Conference on Education for All (1990), Heads of Government made a public commitment to the Education for All (EFA) goal. Since then, UNESCO along with other United Nations’ (UN) agencies as well as a number of international and national non-governmental organizations, have been working towards achieving this goal –adding to the efforts made at country level by their respective governments (UNESCO, 2003). Similarly, the Salamanca Statement and Framework of Action (1994) set and resolve to pursue inclusive education. Its article 2 asserts that inclusive oriented schools are the most effective means of combating discrimination and building an inclusive society as well as a yardstick for achieving EFA (UNESCO, 2005). The principle of inclusion as was adopted at the Salamanca World Conference (1994) was restated at the Dakar World Education Forum (2000) that schools should accommodate all children regardless of their physical, intellectual, social, emotional, linguistic or other conditions (UNESCO, 2003). This means that children with disabilities should be accommodated in regular schools. Despite the fact that inclusion has become the most global trend in special education, it has become the most contentious issue amongst special educators as to its effectiveness in meeting the learning needs of persons with special needs in regular classrooms.
Proponents of inclusion believe that the provision of matching educational services to all children in regular school system can result to healthy competition between children with and without disabilities. Those against inclusion argue that, there is high level of insufficient instructional and learning resources in inclusive schools available to children according to their differing abilities (Obi, 2006).
The above debate notwithstanding, in pursuance of the Jomtien, Salamanca and Dakar conventions which Nigeria is signatory to, the Universal Basic Education (UBE) was introduced in Nigeria in 1999 with the following objectives:
- Develop full awareness of the cardinal importance of education in nation building
- Provide a free, universal basic education for every Nigerian child of school going age
- Reduce drastically the incidence of drop-out from the formal school system (through improved relevance, quality and efficiency)
- Carter for children, who due to unfortunate circumstances may have interrupted their schooling
- Inculcate ethical, moral and civic values needed for laying a solid foundation for life-long learning
- Encourage the development and the use of all the faculties of the man through the acquisition of appropriate vocation and technical skills (Federal Ministry of Education (FME), 1999).
The objective “ii” above which is to, “Provide a free, universal basic education for every Nigerian child of school going age” is the main concern of this study. The universal nature of the UBE suggests that students with varying abilities and needs should be found in the regular classrooms (Okeke-Oti, 2009b). This means that meeting the learning needs of children with disabilities in the UBE classes call for inclusive educational approach. Centre for Studies on Inclusive Education (2008), views inclusion as increasing the participation of students in, and reducing their exclusion from the cultures, curricula and communities of local schools. While, inclusive practices imply a significant change in attitude and beliefs by teachers and students alike as well as curriculum modification and adaptation approaches towards incorporating learners with diverse learning needs into a neighborhood school with a vision and commitment that every individual optimally benefits (Inos & Quigley, n.d.). Inclusive practices as used here refer to approaches that are adopted in making learning meaningful to the exceptional children in inclusive setting according to their differing abilities. Some of these inclusive practices include curriculum modification, alternative assessment practices, use of assistive technology, peer-tutoring, and student-centered and interactive instructional approaches amongst others (Ozoji, 2009).
The Federal Republic of Nigeria (FRN) in her 1st edition of The National Policy on Education recognized that the exceptional children were discriminated against in schools due to their varying special learning needs (FRN, 1977). This explains why in the policy document, government resolved that every Nigerian child shall have a right to equal educational opportunities irrespective of any disabilities, each according to his or her ability in an integrated school setting. The launching of Universal Basic Education (UBE) in 1999 and the passage as well as signing of its 2004 Act further demonstrates the political will of Nigerian government to meet her national obligations as stated in the constitution and the National Policy on Education as well as her international commitment to Education For All (EFA) and Millennium Development Goals (Federal Ministry of Education (FME), 2008). Significantly, UBE scheme aims not only to provide a compulsory, free and universal 9-year basic education for every Nigerian child of school going age but also to carter for children, who due to unfortunate circumstances may have interrupted their schooling amongst others (Ipaye, 2006). This is lofty and laudable however, the achievement of UBE objectives may be hindered by constraining factors such as overcrowded classroom, inappropriate teacher-learner ratio, lack of appropriate pedagogical skills by teachers to meet the learning needs of students with varying special needs amongst others (FME, 2008; Unachukwu et al, 2008). The implication of the above scenario is that the system tends to favor exclusion and makes the quest for equal access in the UBE objective questionable.
Meanwhile, the 9-year basic education is divided into three parts of three years each. The parts are; Lower Basic (LB) which covers primary 1 – 3; Middle Basic (MB) which starts from primary 4 – 6; while the Upper Basic (UB) which is the thrust of this study covers the first three years of secondary school, popularly known as Junior Secondary School (JSS).
The task of meeting the diverse needs of learners in the UBE classes for its effective implementation therefore, rests on teachers. A teacher in this study is seen as a person who offers instruction to learners in a school setting. Given the importance of a teacher in the students’ mastery of set objectives, Mims, Scott-little, Lower, Cassidy & Hestenes (2008) in their study on factors influencing effective teaching and learning, explain differences observed in the quality of instruction provided to children based on educational qualification of teachers. Mims, Scott-little, Lower, Cassidy & Hestenes (2008), in their study find out that, teachers with high educational qualifications have better quality of classroom instruction. While on the contrary, in a study conducted by Wade (1999) it reveals that, teachers’ level of educational attainment may not be a good predictor of classroom effectiveness. The extent of inclusive practices by teachers is likely to be impacted by a number of factors, including but not limited to teachers’ educational qualifications.
In like manner, years of experience of teachers seems as an influential factor in the use of inclusive practices by teachers. In a study conducted by Dotger & Ashby (2010) on getting acquitted between novice teachers and their experienced counterparts at Smithfield Elementary School for fourteen (14) years, the acquaintance serves as an appropriate opportunity for novice teachers to learn from the experienced ones. The study established that, novice or fresh teachers experience conflicting beliefs and practices related to inclusion while their experienced counterparts have positive composure and self-efficacy attributes. The implication of this study is that, teachers with long years of experience can deliver instruction better as compare to the newly recruited in terms of inclusive practices. In a similar vein, Anyanwu (2010) reports that, National Commission for Colleges of Education (NCCE) in conjunction with Cambridge Education conducted a study at Kwara State College of Education, Oro on the implication of experience on teaching effectiveness. The finding reveals that the newly appointed teachers at the primary and secondary school levels demonstrate low level of numeracy and literacy skills as well as inadequate mastery of their subject matter as compared to their more experienced counterparts.
The influence of gender on teachers’ disposition and effectiveness in their application of inclusive practices is also a factor. Abimiku (2006) reports that culturally in Africa as a whole, men were thought to be stronger and more performing than their female counterpart. In other words, there is higher expectation for males to excel more than their female counterparts. This is in line with the findings of a study conducted by Schleicher (2008) on gender differences in the teaching of Mathematics. The finding reveals that gender differences in the teaching of Mathematics exist where the performance of men overwhelmingly exceed those of women.
In addition, in-service training seems to be a factor in the application of inclusive practices by teachers. In-service education is intended to secure a systematic improvement of the quality and content of education and of teaching techniques. Halliday (1989) in Lassa (1999:57) portrays in-service education as “a design for drawing on the strengths of individuals to help others… and at overcoming the weaknesses, either individually or collectively, and preparing teachers for new tasks and wider responsibilities”. Obiweluozo (2009) conducts a study on teacher preparedness for inclusive education at the primary school level. The finding reveals the effectiveness of in-service training to teachers in acquisition of pedagogical skills.
In spite of the obvious advantages derivable from the application of inclusive practices by teachers in the actualization of UBE objectives, related studies carried out in the area of inclusion tend to be focused on other aspects of inclusive education like physical structure, attitude of teachers/community towards inclusion and the roles of para-professionals in the implementation of inclusive education as well as teacher preparation. This study on the extent of inclusive practices among teachers is therefore apt and significant as Unachukwu et al (2008) reports of inappropriate teaching approaches commonly used by teachers and other professionals in teaching persons with special needs. Against this back drop, one needs to ascertain the extent of inclusive practices amongst UB teachers in Gombe State.
Statement of the Problem
Inclusive education as an instrument per excellence for universalizing education for all children was articulated at the Salamanca Conference on Special Education. In Nigeria, the introduction of UBE made it compulsory that the 9-year basic education level must accommodate all children irrespective of their differing conditions and their diverse learning needs in the classroom. This onerous task is inevitably the responsibility of teachers. Although, eleven (11) years into the launching of UBE, the preparedness and competence of teachers in meeting these demands of inclusion in terms of curriculum adaptation and modification, improvisation and application of assistive technology, presentation of lessons in a multi-sensory manner is still in doubt. In addition, alternative assessment practices which tend to emphasize the areas of strength and a robust assessment method combining standardized test and performance-based assessment seem lacking in schools.
In spite of the obvious implication of these inclusive practices in meeting diverse learning needs of all learners in the classroom vis-à-vis actualizing the objectives of UBE, little research efforts have been channeled towards effective application of inclusive practices among UB teachers in Gombe State. This study therefore seeks to investigate the extent of application of inclusive practices amongst UB teachers in the state.
Purpose of the Study
The main purpose of this study is to investigate the extent of inclusive practices amongst UB teachers in Gombe State.
Specifically the study seeks to find out:
- The frequency of alternative assessment practice among UB teachers in the actualization of UBE objectives.
- The frequency of curriculum modification practice among UB teachers in the actualization of UBE objectives.
- The extent to which educational qualification of teachers can influence inclusive practices.
- The extent to which experience of teachers can influence inclusive practices.
- The extent to which gender can influence inclusive practices.
Significance of the Study
This study is important considering its theoretical basis. The study is based on Bandura’s social cognitive theory which stresses the need for self-efficacy amongst teachers that is one’s self-judgment of personal capabilities to initiate and successfully perform specified tasks at designated levels, expend greater efforts, and persevere in the face of adversity and diversity. Also the theory of Rogers’ theory of learning emphasizes that teachers and non-exceptional students must congruent, empathize and demonstrate an unconditional love regards to the exceptional students in inclusive setting. Under Maslow’s hierarchy of human needs theory, the teacher in an inclusive setting is expected to ensure that the basic physiological needs of all children are met and they feel secured as well as demonstrate unconditional love for all students for learning to occur and eventually for the students to achieve self-esteem and self-actualization.
The result of this study would be of utmost important to Ministries of Education, Universal Basic Education Commission (UBEC), classroom teachers, teacher training institutions, teacher trainers and trainees as well as other stakeholders especially in the area of Special Needs Education because it will expose them to inclusive best practices.
It is expected that the study will highlight findings in the area of inclusive practices which will be made available to Ministries of Education, UBEC, supervisors and school administrators on the extent of inclusive practices among teachers so as to determine the realization of the UBE objectives. It will also inform them on the need to embark on in-service training for teachers on effective application of inclusive practices by teachers. Also, it is expected that the study will yield data which will enable the government through her agencies to take appropriate steps towards ensuring that teachers are proficient in the application of inclusive practices in order to fast-track the realization of UBE objectives by organizing workshops, conferences and seminars. The findings of this study would therefore be beneficial to classroom teachers as it will afford them capacity building and in-service training opportunities.
The result of this study when disseminated can also help teacher educational institutions and their teaching staff to reform their programs in order to meet the challenges of inclusion by producing highly motivated and conscientious classroom teachers with effective teaching strategies capable of meeting the diverse and special needs of all children in regular classes through the right application of inclusive practices.
The findings of the study will equally be of utmost important to the teacher trainees in the sense that they would be better prepared for the classroom challenges of meeting the learning needs of learners with diverse abilities.
