FACULTY OF EDUCATION
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Item Personnel, fund and market viability as factors affecting the publication of learning materials for inclusive education in Nigeria(2016-07) Igudia, O. E.; Akangbe, C. A.Ojeniyi (2002) has observed that Nigeria has the largest commercial publishing in Africa, which has been corroborated by Ike (2004) when he describes Nigerian book publishing industry as vibrant, with perhaps, the largest publishing companies in Africa. There are over 1000 book publishing firms in Nigeria (both registered and unregistered), which further places Nigeria at a comfortable leading position in Africa. Despite its robust publishing industry, none of the numerous publishing companies in Nigeria specialise in the publication of educational materials for the physically challenged. This could be as a result of the fact that Nigerian publishers are faced with challenges bordering on trained personnel, access to capital and availability of market for the published learning materialsfor the physically challenged. Thefact that publishing in Nigeria is profit-driven necessitates that considerations are needed in the decision to publish for the all-inclusive education. This study therefore aims at assessing trainedpersonnel, access to capital and availability of market as factors affecting the publication of learning materials for students with special needs in Nigeria in order to recommend ways to overcome the inherent challenges for the actualisation of the dream of all-inclusive education in Nigeria.Item Educating persons with special needs in the 21st century through appropriate educational programmes for relevance and development in Nigeria(Department of Special Education, Faculty of Education, University of Ibadan, Nigeria, 2019) Isaiah, O. O.; Lazarus, K. U.Education is a tool for National development. The development of any nation technologically, socially, politically and economically is largely dependent on the education the citizens. Every member of each nation. notwithstanding the age, background, sensory, physical or psychological impairment, should have equal access to education in order to achieve the goal of education for all. This paper therefore, examined education as a tool for empowering persons with special needs, educating persons with special needs in the 21sl Century for relevance and development, inclusive education as appropriate educational Programme for persons with special needs, factors affecting successful implementation of inclusive education for persons with special needs and vocational/entrepreneurship education for persons with special needs. Persons with special needs should be given sense of belonging in the society by empowering them educationally and vocationally.Item Roles of stakeholders in the provision of Inclusive education for secondary school students with hearing impairment in Nigeria(Faculty of Education University of Ibadan Ibadan, Nigeria, 2019) Isaiah, O. O.This paper examined the roles of stakeholders in the Provision of inclusive education for secondary school students with hearing impairment in Nigeria. The meaning and benefits of inclusive education were extensively discussed. The education stakeholders were identified as the parents, teachers, policymakers, and society, and their roles were discussed. The importance of depoliticizing inclusive education for national development, and the need for Public-Private Partnership in the provision of inclusive education for secondary school students with hearing impairment in Nigeria were discussed. Recommendations were made based on the Submission made by the author.Item Teachers’ perception of collaborative instruction for students with learning disabilities in inclusive schools in Ibadan metropolis, Nigeria(Institute of Education, University of Ibadan, onbehalf of participating West Africa Universtities and Ministries of Education, 2012) Lazarus, K. U.This study examined the perceptions of regular and special education teachers in Ibadan, Oyo State, Nigeria on collaborative instructional practic.es in inclusive schools. The descriptive research design was adopted with a total of one hundred and fifteen randomly selected teachers comprising (102 regular teachers, [88.7%], and 13 special teachers, [11.3%]). A self-designed questionnaire tagged “Perception of Collaborative Instructional Practices for Students with Learning Disabilities in Inclusive Education Setting” (PC1PSLD) [α =0.77] was utilized. Data obtained were analyzed. Using frequency counts, percentages, means, standard deviations and t -test statistics at 0.05 level of significance. Results show ed that respondents got an over all mean of 3.15 with highest mean as 4, indicating a positive perception towards ten ingredients necessary for effective collaborative practices for students with learning disabilities in inclusive schools. Likewise, the study showed that special education teachers have positive perceptions about the characteristics of three models of collaboration namely, co-teaching (overall mean =3.21); collaborative Consulting (overall mean = 2.94); and partnership with parents (overall mean = 3.23). Besides, no significant difference was found between regular and special education teachers in their perception of collaborative instructional practices for students with learning disabilities in inclusive schools (t = 0.922; df =113). It was recommended that regular and special education teachers should be exposed to continuous professional development programmes to enable them to become more skillful in teaching students with learning disabilities. Teachers were also advised to adopt co-teaching, collaborative consultation, and partnership with parents, in their classrooms for improved students' outcomes.Item Basics of inclusive education for children with special needs in Nigeria(West and Central African Associafion of Special and inclusive Education (WACAASIE) in collaboration with scholarship Publishing and Educational Consult services, Ibadan, 2012-07) Lazarus, K. U.; Ajibade, O. I.Inclusive education policy emerged in response to the declaration on Education For All by the United Nations Educational Scientific and Cultural Organization (UNESCO) several years ago. Actually, inclusive education represents the latest attempt in the provision of placement options or alternative programmes worldwide for children with special needs. It ensures that children with special needs are educated within the regular education System, free of all forms of labelling, stigmatization and segregation. This paper discussed the basic elements existing in thriving inclusive educational settings. It also discussed the benefits of inclusive education to children with special needs, as well as the current state of inclusive education in Nigeria. It recommended that a nationwide awareness programme highlighting the benefits of inclusive education should be carried out to ensure adequate training, planning, implementation and support towards achieving Education for All in Nigeria.