EXCLUSION OF CHILDREN WITH INTELLECTUAL DISABILITIES FROM REGULAR CLASSROOM: NIGERIA PERSPECTIVE
Keywords:
Exclusion, Children, Intellectual Disabilities, Regular Classroom, Nigeria.Abstract
Study investigated why teachers exclude children with intellectual disability from the regular classrooms in Nigeria. Participants were, 169 regular teachers randomly selected from Oyo and Ogun states. Questionnaire was used to collect data result revealed that 57.4% regular teachers could not cope with children with ID because of their learning difficulties. 84% of the teachers also disagreed that culture was a factor in the exclusion of children with ID. Teachers with higher years teaching experience were found to be more favourable to exclusion. It was recommended that as a matter of policy, regular teachers should be allowed to undergo training so as to enable them handle children with ID in the classroom. The Nigerian Government should also as a matter of policy discourage over population in the regular schools so that children with ID can be accommodated. Lastly, more experienced teachers should be encouraged to handle children at the Primary level of education in Nigeria.  ÂReferences
Ainscow, M and Haile-Giorgis, M. (1998). The Education of Children with Special needs: Barriers and opportunities in central and Eastern Europe Innocenti occasional papers, Economic and social policy series. No 67 Florence: UNICEF International Child Development Centre.
Akindenor, C. D. (2007). Nigerian attitude towards children with mental disability unpublished Ph.D Thesis. Capella University, Minneapolis, Minnesota.
Alemany, I. and Villuendas, M. D. (2004). Las activities delprofesoradohacia el alumado Con necesidadeseducativasespeciales. Revista de CienciasSociales, 11(34), 185-215
Baker, C. (2013) Teaching students with intellectual disability in regular classroom: good for kids or good for budgets? Discrete News .http://www.deseretnews.com/article/865570116/Teaching-students-with-intellectual-disabilities-in-regular-classrooms-good-for-kids-or-good-for.html?pg=all
Blacher, J, Baker, B.L. and Eisenhower, A.S. (2009).Student-teacher relationship stability across Early School years for children with Intellectual Disability or Typical Development. American .Journal. on Intellectual Development Disability 114(5): 322-339.
Brown, R. I.(1991). Changing concepts of disability in Developed and Developingcommunitie. In Mitchell, D and Brown I(Eds) Early intervention studies for young children with special needs, New York; Chapman and Hall.
Cardona, C. M. (2009). Teacher Education Students’ Beliefs of Inclusion and Perceived Competence to Teach Students with Disabilities in Spain. The journal of the International Association of Special Education. 10 (1):34.
Fakolade, O. A. and Adeniyi, S.O. (2009). Attitude of Teachers towards the Inclusion of Children with Special Needs in the General Education Classroom. The Journal of the International Association of Special Education pp 63-64
Garcá½·a-pastor, C., Garcia-jimenez, E., and Rodriguez-Gomez, G. (1993). La Opinion de los profesoreshacia la integracion; analisis e instrumento Para Su Valoracion. Revista de InvestigacionEducativa, 22, 43-60
Individuals with disabilities Education Act (IDEA) (2007). Retrieved February 9, 2009 from www.ed.gov/policy/speced/guid
National Policy on Education (2004). Lagos Nigeria Educational Research and Development council, Federal Republic of Nigeria.
Obani, T. C. (1991). Mental retardation. In Ogbue, R. M., Obani, T. C. and Abosi (Eds) Special Education: A reading Text. Ibadan. Heinemann Educational Books (Nigeria) plc.
Ojea, M. (1999).Actitudes de la personal implicadas en los procesos de integracion de estudiantes con necesidadeseducativasespeciales en centrosordinarios. Revista Espanola de pedgogia, 212, 111-130
Olukotun, J. O. and Oke, E.O. (2005). Inclusive Education for Children with Special Needs as a Component of Universal Basic Education (UBE) Programme in Nigeria: A pointer to other developing Nations. African Journal of Special Educational Needs.. 4(1),58.
Oyebola, M., Abiodun, K., and Kolawole, C. O. O, (2005).Developing a Functional Curriculum for Inclusive Education in Nigeria. African journal of Special Educational Needs.. 4 (1), 83.
Siperstein, G.N., Norms, J. Carbins, S & Shriver, T (2003). Multinational study of Attitudes Towards Individuals with Intellectual Disability. Phoenix companies Inc: USA.
United States Department of Justice, Disability Rights Section (2005).A guide to disability right laws. Retrieved from www.usdoj/ crt/adahom/.htm.
Downloads
Published
Issue
Section
License
Copyright is owned by the journal.
