INSTRUCTIONAL NEEDS OF TEACHERS FOR INCLUSIVE CLASSROOM IN PRIMARY SCHOOLS

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INSTRUCTIONAL NEEDS OF TEACHERS FOR INCLUSIVE CLASSROOM IN PRIMARY SCHOOLS

ABSTRACT

In recent years, the debate about inclusive education has moved from high-income countries like the United States and Canada to a low-income country like Nigeria, where an official policy of educating children and youth with disabilities alongside their peers without disabilities in ordinary schools has been adopted (National Policy on Education, 2008). There is a growing recognition that including students with disabilities in general education can provide them with the opportunity to learn in natural, stimulating settings, which may also lead to increased acceptance and appreciation of differences. Thus, the debate continues among educators, local, state and federal policy makers, parents, and even people with disabilities in Nigeria regarding the efficacy of inclusion and the inevitable restructuring of general education that will need to occur to make learning meaningful in an inclusive environment. The perception has been that the debate has resulted in pressure greater than ever before for most students with disabilities to access the general curriculum and attain the same standards as typical students.

TABLE OF CONTENT

TiTle Page

Certification

Dedication

Acknowledgement

Abstract

Table of content

CHAPTER ONE

INTRODUCTION

1.0 Introduction

1.1 Theoretical Background

1.2 Statement of the problem

1.3 Aim and Objectives of the stud

1.4 Significance of the study

1.5 Scope of the study

1.6 Organisation of the Research

1.7 Definition of Terms

CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

2.1 Overview Of Educational In Nigeria

2.1.1 Primary and Secondary Sechool

2.1.2 Technical and Vocational Education

2.1.3 Tertiary Education

2.1.4 Admissions

2.3 Significance of Information Technology In Education

2.3 Course Registration System as a Data Application

2.4 Features of a Data Management System

CHAPTER THREE

SYSTEM ANALYSIS AND DESIGN

3.0 Introduction

3.1 Research Methodology]

3.2 System Analysis]

3.2.1 Analysis of the Existing System]

3.2.2 Problem of the Existing System]

3.2.3 Analysis of the proposed System]

3.2.3.1 Advantages of the Proposed System]

3.2.3.2 Disadvantages of the Proposed System]

3.3 System Design]

3.3.1 Input Design]

3.3.2 Program Flowchart]

3.3.3 Output Design]

CHAPTER FOUR

SYSTEM IMPLEMENTATION AND DOCUMENTATION

4.0 Introduction

4.1 System Design Diagram

4.2 Choice of Programming Language

4.3 Analysis of Modules

4.4 Programming Environment

4.4.1 Hardware Requirement

4.4.2 Software Requirement

4.5 Implementation

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.0 Introduction

5.1 Constraint of the study

5.2 Summary

5.3 Conclusion

5.4 Recommendation

References – – – – – – – – – – 41

Appendix (A) – – – – – – – – – 42-48

Appendix (B) – – – – – – – – -49-51

INSTRUCTIONAL NEEDS OF TEACHERS FOR INCLUSIVE CLASSROOM IN PRIMARY SCHOOLS

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