The Nigeria Association of Special Education Teachers (NASET)
Inclusive Education Strategies for Equitable Development of Learners with Special Needs
This study investigated the inclusive education strategies for equitable development of learners with special needs. This research explored methods aimed at promoting equal educational opportunities for students with disabilities. Emphasizing the significance of welcoming differences and fostering tolerance within an inclusive educational environment is crucial for all disabled learners. The study elucidates the significance of integrating disabled children in regular classrooms and highlights the positive views held by educators, principles, and pupils on promoting inclusivity within educational settings. Several obstacles impede its adoption due to issues like insufficient teacher training programmes, limited resources for education infrastructure, difficulties fostering student interactions, insufficiencies related to parents’ involvement or support, and gaps in legal frameworks supporting its application. Various theoretical frameworks including social constructivism, humanistic, and UDL were explored to highlight their significance in tackling issues encountered within inclusive schooling contexts. The social constructionist perspective elucidates how cooperative group activities within educational settings help reduce instances of student exclusion among peers. Humanistic focuses on fostering holistic advancement for everyone’s well-being; it also caters to those who have special learning requirements. The outcomes of this research is to highlight the significant impact of integrating inclusivity into regular educational settings, demonstrating its ability to positively affect both children with disabilities and those without additional challenges.
Strategies for Implementing Inclusive Education in Nigeria
Inclusive education as a concept emerged from the Salamanca declaration (UNESCO, 1994) the aim is to educate all children with special needs in the same classroom with their non-disabled counterpart regardless of their disabilities. National policy on education stipulates equal opportunity to education by all citizens. Children with special needs are also entitled to equal opportunity for education and employment. Inclusive education will further bring about better understand among children of all categories in Nigeria (disabled and non-disabled) This paper defines the concepts of inclusive education and persons with special needs. It highlights the forms of inclusive education and how children with special needs are excluded from educational opportunities. Furthermore, the paper identified the problems affecting implementation of inclusive in Nigeria and the strategies of managing inclusive education. The paper recommended that Government should ensure that all funds meant for inclusive education are not diverted to other programmes Government and other relevant stakeholders should provide adequate training to special education teachers and personnel on the strategies of inclusion of learners with special needs in regular classrooms settings, and conclusion was drawn,
Transformative Solutions to Inclusive Education Practices and Accessibility for Learners with Special Needs in Nigeria
The education of learners with special needs in Nigeria is gradually progressing towards its objectives. To enhance the implementation rate, transformative solutions are required for inclusive education practices that address attitudes, acknowledge diversity, and ensure access to quality education. Inclusive education practices encompass strategies designed to enhance accessibility, facilitate personalized learning, and cultivate a culture of acceptance and belonging. These include actions, activities, methods, techniques, and suitable support, accommodations, and modifications intended to guarantee that all learners, irrespective of their abilities, disabilities, talents, or giftedness, have equitable access to quality education in the least restrictive environment. This paper focusses on the concept of inclusive education, inclusive education practices, learners with special needs, and transformative solutions that address strategies and practices to enhance accessibility for learners with special needs in teaching and learning environments, thereby mitigating exclusion. The proposed transformative solutions for inclusive education encompass the successful implementation of equitable policies and practices, personalized learning, integration of technology, collaborative methodologies, and comprehensive teacher preparation alongside inclusive teaching strategies. It is anticipated that the implementation of these solutions will enable learners with special needs to engage and learn effectively within an equitable, supportive, and congenial educational environment.
Innovative Rehabilitation Services for Capacity Building of Persons with Special Needs in Rivers State
This study examined Innovative Rehabilitation services for Capacity Building of Persons with Special Needs. Three objectives, 3 research questions and 3 hypotheses were used in the study. Descriptive survey design was used for the study. The population for the study is 321 Rehabilitation Counselors and Persons with Special Needs. The study used the entire population of 321 respondents as the sample size. Census sampling techniques was used. Data for the study was collected by means of questionnaire titled: Innovative Rehabilitation Services for Capacity Building of Persons with special needs (IRSCBPSNQ)’. The instrument adopted a four point rating scale of Very High Extent to Very low Extent. Test-re-test method was used for the reliability test which yielded reliability co-efficient of 0.72. 321 Copies of questionnaire were distributed and Three hundred and twelve (312) were retrieved for analysis. Mean and Standard Deviation were used to answer the research questions, while t-test was used to test the hypotheses. The findings revealed that assistive technology plays a vital role in improving functional independence. Based on these findings, the study recommends increased investment in assistive technologies, enhanced rural rehabilitation infrastructure, and the development of market-driven vocational training programs to foster sustainable capacity building.
Effects of E-Leaning Technology on Pupils for Inclusive Education: A Dyscalculia-Focussed Approach
Since 1991 when World Wide Web (WWW) was launched, there was a surge of interest in technological learning through digital education, particularly E-learning. This study identified one area of special needs in learning disability among secondary school students in Nigeria: dyscalculia. This learning disability is one of the major causes of school drop-out among primary school pupils. This study is geared towards the use of e-learning technology as an inclusive education to solve the problem in Nigeria. Quasi experimental research design was used for the study. The study population was 2000 primary five school pupils having this learning disorders in two different states in Nigeria, while the sample was 300 pupils. Two research questions were raised and one hypothesis was tested at 0.05 level of significant. Instruments for data collection were two E-learning technological tools namely the Talking Calculator and Electronic worksheet. The Mean (×) and standard deviation (SD) were used to answer the research questions while analysis of variance (ANOVA) was used to test the hypotheses. Findings from the study after analysis indicated a higher academic achievement of the pupils taught with the two E-learning tools than those not taught with the tools. It was concluded that, based on the findings, recommendations were made such as: government making available some of these E-learning tools in the school system to help pupils with this kind of learning disability to achieve highly academically. This will reduce the number of drop-outs in the school system in Nigeria.
Teachers’ Attitude Towards Students with Austism Spectrum Disorders in Rivers State
The study was on the attitude of teachers towards inclusion of students with autism spectrum disorders in Rivers State. Descriptive survey design was employed for the study. Four (4) specific objectives were stated in the study. Four (4) research questions and four (4) null hypotheses were formulated to guide the study. The population comprised teachers in public senior secondary schools in Port Harcourt local government area in Rivers State. A sample of 121 obtained through cluster and proportionate stratified random sampling techniques were used for data collection. A self-constructed questionnaire titled: Teachers’ Attitude toward inclusion of Students with Autism Spectrum Disorder Scale was used to elicit data. The instrument was validated by experts in center for children development and communication disorders (CCDCD). A trial testing of the instrument was conducted and a reliability coefficient of .81 was obtain from Cronbach Alpha estimate. The data collected was analyzed using percentage, mean, and standard deviations to answer the research question and ANOVA and independent t-test to test the null hypotheses at 0.05 level of significance. It was revealed that most of the teachers in junior secondary schools in the study area have negative attitude towards students with autism spectrum disorders. It was recommended that River State government should implement mandatory training programmes for teachers in Port Harcourt Local Government, Rivers State, to improve their attitudes towards students with ASD.
Employability Skills and Career Aspirations of Students with Visual Impairment in Tertiary Institutions in South-East Nigeria
This study examined the employability skills and career aspirations of students with visual impairment in tertiary institutions in South-East Nigeria. A descriptive survey research design was adopted, and a sample of 150 visually impaired students was purposively selected from universities, polytechnics, and colleges of education in the region. Two researcher-developed instruments, the Employability Skills Questionnaire (ESQ) and the Career Aspiration Scale (CAS), were used to collect data. Experts validated both instruments, and reliability was established with a Cronbach’s alpha coefficient of 0.84. Descriptive statistics (mean, standard deviation, frequency, and percentage) were used to answer research questions. An independent t-test and Pearson Product-Moment Correlation (PPMC) were also employed to test hypotheses at the 0.05 level of significance. Findings revealed that students demonstrated a moderate overall level of employability skills, with communication and teamwork as their strongest areas, and ICT competence as the weakest. Career aspirations were concentrated in teaching, law, and entrepreneurship, while fewer students aspired to careers in ICT and counselling. No significant difference was found in employability skills based on gender, but a positive and significant relationship was established between employability skills and career aspirations. The study concludes that students with visual impairment in South-East Nigeria possess ambition but face limitations in competence and career exposure. It recommends strengthening employability training, expanding access to assistive technologies, and providing specialized career guidance to better align students’ skills with the labour market demands.
Inclusive Vocational Education Models for Equitable Empowerment for People with Special Needs
Inclusive vocational education is very essential in providing people with special needs skills required for selfreliant and societal development. The paper highlights some characteristics of people living with disabilities and examined the idea of vocational education. It outlined and examined the challenges confronting vocational education models in Nigeria. The paper also discussed some effective vocational education models, which will be employed to empower people living with disabilities in the society and the nation at large. The paper concluded and recommended that the government should provide adequate funding to vocational education programmes in Nigeria, also government, development partners, and other relevant stakeholders should collaborate and provide adequate facilities of vocational education programmes in Nigeria.
Transition Model: Supporting Individuals with Neurodiversity
Supporting children with neurodiversity requires a paradigm shift from traditional deficit-based approaches to inclusive, strengths-based frameworks that honor cognitive and behavioral differences. Neurodiverse children—such as those with autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD), dyslexia, and related conditions—face unique challenges related to communication, sensory processing, executive functioning, and emotional regulation. This paper explores effective strategies for supporting these children across home, school, and social environments. Emphasis is placed on the use of visual schedules, sensory accommodations, clear communication, predictable routines, and individualized transition planning. Furthermore, the paper highlights the importance of fostering inclusive classroom practices, promoting self-advocacy, and building collaborative partnerships between families, educators, and professionals. Drawing on current literature and neurodiversity-affirming models, the study underscores the value of creating environments that empower neurodivergent children to thrive academically, socially, and emotionally. Ultimately, supporting neurodiverse children is not only a matter of accommodation but a commitment to equity, dignity, and human potential.
Practice of Inclusive Education for Learners with Visual Impairment in Lavun LGA of Niger State
This study examined practices of inclusive education for learners with visual impairment in Lavun LGA of Niger State. The study employed a cross-sectional survey design. The research adopted structured questionnaire to collect data from teachers, administrators and learners with visual impairment in five inclusive schools. The sample size of 60 respondents were selected comprising of 20 learners and 40 staff. Purposive sampling technique was used in this study to draw sample. The Inclusive Education Practice Questionnaire (IESQ) was used for data collection, validated through expert review and demonstrated a reliability coefficient of 0.77. The findings indicated that learners with visual impairment face significant challenges in accessing inclusive education, notably due to insufficient Braille materials and limited access to assistive devices. However, the study also highlighted that trained teachers, accessible school infrastructure and the use of Braille materials and assistive technology can enhance the learning experience for these students. Additionally, teachers and administrators expressed concerns regarding inadequate support from school administration for inclusive education initiatives. The study identified several strategies for improving inclusive education practices, including raising awareness, providing assistive technology, fostering collaboration between special education and regular teachers, and incorporating Braille and tactile graphics into the curriculum. Recommendations included ensuring access to Braille materials and assistive devices in all schools and providing teacher training on their effective use. The study emphasized the need for systemic changes to create a more supportive and inclusive educational environment for learners with visual impairment in Lavun LGA.
Self-Efficacy and Peer-Acceptance Among Adolescents with Hearing Impairment in Port Harcourt Metropolis
The study looked at peer acceptance and self-efficacy among teens with hearing impairments in the Port Harcourt Metropolis. The study used a correlational research strategy. The study was guided by 4 objectives, which were turned into 4 research questions and 4 null hypotheses. The population of these study comprises of 86 local youths with hearing problems. The study's sample consisted of 86 teens with hearing impairments obtained through purposive selection. The study's data was collected using two tools designed by the researcher. These tools were known as the Peer Acceptance Scale (PAS) and the General Self-Efficacy Scale (GSES). The tools were evaluated by measurement and evaluation professionals from Ignatius Ajuru University of Education. The study was subjected to reliability test using Cronbach alpha to assess the instrument's dependability. The reliability coefficients for the Peer Acceptance Scale (PAS) and the General Self-Efficacy Scale (GSES) were 0.86 and 0.89, respectively. To answer the study questions and test the null hypotheses, the Pearson Product Moment Correlation Method was used at a 0.05 level of significance. The findings revealed a substantial association between peer acceptability and self-efficacy among adolescents with hearing impairments, depending on parental education and gender. The study's findings led to a number of recommendations, including the following: special educators should emphasize that a disability does not imply incapacity; guidance and counseling should be established and made available in special or exclusive schools; and adolescents with hearing impairments should be encouraged to interact with their peers.
Impact of Innovative Technologies on Social Skills Development Among Learners with Learning Disabilities in Inclusive Education in Minna, Niger State
This study examined the impact of innovative technologies on social skills development among learners with learning disabilities in inclusive educational in Minna, Niger State. The objectives include assessing social skills, identifying utilized technologies and examining their effectiveness. Key research questions focus on the current state of social skills, the technologies employed and their impact on social interactions. The study involved a population of 153 learners, with a sample size of 109 from JSS1-SS3 selected through purposive sampling from 10 inclusive schools. Data was collected via a structured questionnaire and analyzed using descriptive statistics with SPSS. Findings indicated that while learners exhibited confidence in expressing feelings and initiating conversations, challenges remain in active participation and conflict resolution. The findings also showed that interactive whiteboards and virtual reality tools were identified as effective technologies, whereas communication apps and social media were underutilized. The study concludes that innovative technologies significantly enhance social skills development, yet gaps persist that require targeted interventions. Recommendations include providing training for teachers to foster active participation, prioritizing a broader range of technologies for enhanced collaboration and creating cooperative learning opportunities to further support social skills development among learners with disabilities. These steps are essential for nurturing an inclusive educational environment that benefits all learners with social skills problem.
Inclusive Education as Transformative Solution for Learners with Special Needs in Nigeria School System
This study explores inclusive education as a transformative solution for learners with special needs and teachers in Nigeria. Despite policies advocating for inclusion, many challenges such as inadequate funding, limited teacher training, infrastructural deficits, and societal stigma hinder effective implementation. Through a comprehensive review of literature and empirical data, the research highlights the critical role of inclusive education in promoting equal access, improving learner outcomes, and enhancing teacher competencies. The paper argues the underscore need for increased government support, specialized teacher training, policy enforcement, and community sensitization to foster a more inclusive educational environment. This study concludes that adopting inclusive education is essential for achieving educational equity and empowering all learners, thereby contributing to national development.
Role of Innovative Technologies in Social Integration of Students with Hearing Impairment in Inclusive Day Secondary School, Bosso, Niger State
This study investigated the role of innovative technologies in social integration of students with hearing impairment in inclusive Day Secondary School, Bosso, Niger State. The study adopted a descriptive survey research design and data were collected from 36 participants including 19 teachers and 17 students with hearing impairment. The findings revealed a significant non-availability of innovative technologies in the study area to support students with hearing impairment in their social integration and communication. The study identified several challenges faced by students with hearing impairment such as technical issues with assistive devices, inconsistent availability of resources, lack of training, and peer reluctance to engage with assistive technologies. The study recommends that the school prioritize the acquisition and implementation of innovative technologies, provide training for teachers and involve parents/guardians in the decision-making process. Policy makers should also develop and implement policies that support the use of innovative technologies in inclusive education.
Relationship Between Inclusive Education and Social Skills Development of Learners with Special Needs
The paper suggests that inclusive education enhances and promotes the social skills developments of learners with disabilities. By providing opportunities for socialization, peer interaction, and collaborative learning. As a result, these students developed in essential life skills such as communication, problem-solving, and conflict resolution. This study explores the relationship between inclusive education and social skill development in learners with special needs. It examines the impact of inclusive practices on the social skills development of students with disabilities, highlighting the benefits and challenges of implementing inclusive education. The finding of the study shows there is a relationship between inclusive education and social skills development of learners with disabilities.
Teaching and Learning Mobility Skills as Tools for Independent Living Among Individuals with Visual Impairment in Niger Special School, Minna
This study aimed to x-ray teaching and learning mobility skills as tools for independent living among individuals with visual impairment in Niger Special School. Cross-sectional research design was adopted for this study. The population was 6 teachers in primary 1 to 5 of Niger State Special Education School. The sample size for this study was the 6 teachers from the school. The study used purposive sampling technique in selecting teachers at Niger Special School. The study made use of self-made structured questionnaire titled: Teaching and Learning of Mobility Skills and Independent Living for Individuals with Visual Impairment Questionnaire (TLMSILVIQ) to collect data. The study used both descriptive and inferential statistics to analyze the data. The findings revealed that, white cane techniques, hand trailing, sighted guide techniques, and ascending and descending stairs were perceived different mobility techniques. The findings indicated that mobility training has a positive impact on various aspects of independent living skills, including social engagement, indoor movement, and outdoor movement. The study also identified barriers such as the lack of certified orientation and mobility specialists, inaccessible pathways, poor attitudes of sighted guides, and the absence of necessary equipment. It was recommended among others that, schools should invest in the training and certification of professionals who specialize in teaching mobility skills to individuals. Government should create awareness towards improving the accessibility of pathways and infrastructure in schools, public spaces, and transportation systems. Government should develop comprehensive and tailored mobility training programmes that encompass a range of techniques.
Availability and Use of Library Resources by the Visually Impaired Students in Selected Tertiary Institutions in Niger Delta Region, Nigeria
The study investigated availability and use of library resources by visually impaired students in selected tertiary institutions in Niger Delta Region, Nigeria. The study adopted descriptive research design. The study was guided by four objectives, four research questions and four hypotheses. The population of the study comprised all available educational library resource and learning materials in selected tertiary institutions. Students with visual impairment in selected tertiary institutions in the Niger Delta Region namely; Rivers State University, (RSU), Ignatius Ajuru University of Education (IAUE), University of Port Harcourt and Niger Delta University in Bayelsa state. Purposive sampling technique was used to select 30 respondents for the study. The instrument for data collection was a structured questionnaire, titled: Availability and Use of Library Resource among Visually Impaired Users Questionnaire. Frequency count, tables and percentages were used to address the research questions. Hypotheses were tested using t-test and Analysis of Variance (ANOVA) to determine the level of significance at 0.05 alpha level. Results revealed that there is no significant influence of the availability of braille on user satisfaction is rejected. There is no significant influence of the availability of speech recognition on user satisfaction is rejected and the alternative accepted. There is no significant influence of the availability of audiobooks on user satisfaction is rejected and the alternative accepted and there is no significant influence of the availability of screen readers on user satisfaction is rejected, and the alternative accepted. Based on the findings, some recommendations were made. It was recommended amongst others that Library administrators and the government in the Niger Delta region should endeavour to embrace the use of modern technologies such as Braille, Audiobooks, Speech recognition software, Screen readers and other visual learning facilities to meet the teaching of their students. Library administrators in the Niger Delta region needs to explore adopting Braille in cataloguing an item, also they should provide textbooks in braille form in various discipline. Special library patrons should be employed to guide the visually impaired when seeking for information and also proper power supply and good internet connection and the librarian should also create awareness to the visual impaired users so they can make use of the library.
Effects of Inclusive Education Programme on Reading Performance Among Primary School Pupils in Niger State
This study investigates the effects of inclusive education programmes on the academic performance of primary school pupils in the core areas of reading, writing, and computation and handwriting. three research questions and three hypotheses were formulated to guide the study. The Umolu informal reading inventory was adapted to measure literacy and a teacher made test to measure computation and handwriting proficiency. The study employed quasi-experimental one-group pretest-posttest design and. A sample of forty-five (45) primary four pupils were purposively selected, and pupils’ performance in literacy, numeracy proficiency was assessed over a period of eight (8) weeks. Findings using descriptive statistics of mean and standard deviation for the research questions and inferential statistics of t-Test for the hypotheses revealed that inclusive education has a generally positive impact on academic outcomes on all the variables under observation, with pupils showing improved engagement and collaborative learning skills. The study concludes that while inclusive education can enhance academic performance, its effectiveness depends on adequate teacher training, resource availability, and ongoing support systems. Recommendations include strengthening teacher capacity and fostering adaptive teaching practices to meet diverse learning needs.
Influence of Emotional Adjustment for Students with Visual Impairment in an Inclusive Setting
Inclusive education represents a fundamental approach to ensuring equitable learning opportunities for all students, including those with visual impairment, by integrating them into mainstream classrooms to promote academic and social growth. This paper explores how inclusive education fosters the social skills development of learners with visual impairment in Nigeria, addressing the unique challenges posed by their condition, such as difficulties in interpreting non-verbal cues and navigating interactions, while emphasizing the need for adapted teaching methods, assistive technologies, and supportive environments. Key benefits include enhanced social interactions that build confidence, friendships, and independence; improved academic outcomes through accessible resources; and reduced stigma via peer empathy. The body examines strategies like role-playing, peer mentoring, social stories, and positive feedback to cultivate communication and teamwork skills, alongside challenges such as inadequate teacher training, limited materials in Braille or audio formats, poor infrastructure, and societal discrimination that hinder implementation. In conclusion, inclusive education not only empowers learners with visual impairment to achieve social integration and holistic development but also contributes to a more empathetic society, underscoring its transformative potential despite resource constraints. Recommendations include prioritizing teacher training on inclusive practices, allocating funds for assistive devices and accessible materials, launching anti-stigma campaigns, incorporating social skill-building activities into curricula, improving school accessibility, enforcing policy implementation with monitoring, and encouraging parental and community involvement to support home-based skill reinforcement.
Relationship Between Teacher Personal Factors on Reading Performance Among Public Primary Schools with Learning Disabilities in Minna Metropolis
The study on relationship between teacher personal factors and reading achievement among pupils with learning disabilities in public primary schools in Minna metropolis: a transformative solutions to inclusive education practices, was set to examine the relationship between teacher personal factors and reading achievement and the relationship between teacher job satisfaction on reading achievement among pupils with learning disabilities in public primary schools in Minna metropolis as a transformative solutions to inclusive education practices. Two research questions and hypotheses guided the study. This study used the sequential mixed methods design. The population of this study consisted of all primary six pupils with learning disabilities in public primary schools and their teachers. A sample population of three hundred and fifty one (351) comprised two hundred and seventy (270) primary six pupils with difficulties and their teachers (81) in three primary schools each of the LGA in Minna metropolis. The multistage sampling procedure was adopted. Two instruments were used for data collection. The instruments were face, criterion and content validated and subjected to internal consistency test and reliability indices found them strong. Data collected from the demographic information of the respondents was analysed using descriptive statistics of frequency counts, percentages, mean and standard deviation. The research questions were analyzed using the Pearson product moment correlation while the hypotheses were analysed using Multiple regression analysis at 0.05 alpha level (α =0.05). The study revealed that, the levels of teacher personal factors (teacher self-efficacy, job satisfaction and expectation of pupils’ performance in reading), pupil personal factors (pupil home background, self-esteem and attitude toward reading), and joint contributions of teacher pupils’ factors have significant role on reading achievement among pupils with learning disabilities in Minna metropolis. Recommendations were made which include: Educational bodies should pay closer attention to the reading levels of pupils with learning disabilities through timely and periodic assessment in schools to ensure that the right educational placement is provided, school authorities should ensure the availability of counseling services for pupils with learning disabilities and their parents in order to help them understand themselves and adjust positively to the challenges ahead of them among others.
Relevance of Universal Design for Learning (UDL) for Students with Special Needs in an Inclusive Education
Inclusive counseling plays a vital role in addressing the diverse psychological, academic, and emotional needs of students with special needs (SEN). With the increasing push for inclusive education worldwide, there is a growing emphasis on developing and implementing counseling strategies that are equitable, accessible, and responsive to the varied needs of these learners. This journal article explores recent inclusive counseling strategies such as Universal Design for Learning (UDL), peer mediation, collaborative multidisciplinary approaches, assistive technology, and social-emotional learning (SEL), all of which enhance participation and reduce marginalization. Using evidence from recent studies (2023–2025), the article critically examines the effectiveness and limitations of each approach while offering practical recommendations for school counselors, teachers, and policymakers. It concludes that successful inclusive counseling requires systemic collaboration, proper counselor training, and early intervention to ensure all students receive the support they need.
Influence of Human Resource Management on Effective Teaching and Learning in Public Junior Secondary Schools in Rivers State
This study investigated the influence of human resource management on effective teaching and learning in public junior secondary schools in Rivers State. Two research questions and two hypotheses guided the study. The study adopted a descriptive survey design. The total population was 235 respondents consisting of 218 Rivers State Universal Basic Education Board Staff and 17 principals in all the public junior secondary schools in Eleme and Oyigbo Local Government Areas of Rivers State. A sample size of 235 respondents was used for the study. The instrument for the study was a self-structured questionnaire titled “Influence of Human Resource Management on Effective Teaching and Learning Questionnaire” which was on a 4-point rating scale. It was validated by experts in Department of Measurement and Evaluation and Educational Management. The instrument was pre-tested using a pilot sample size of 10 principals and a reliability index of 076 and 0.84 was obtained using Cronbach Alpha. Statistical mean and standard deviation were used to answer the research questions while the z-test was used in testing the formulated hypotheses at 0.05 level of significance. It was found that recruitment of teachers and induction of teachers influence effective teaching and learning in public junior secondary schools in Eleme and Oyigbo Local Government Areas of Rivers State. Based on the findings, it was recommended among others that there should be transparency and avoidance of political interference in the recruitment exercise of teachers in order to employ qualified teachers.
Digital Accessibility as a Barrier to Inclusion of People with Special Needs
This paper examines Digital Accessibility as a Barrier to inclusion of people with special needs. The opportunities to Digital Accessibilities in special needs educations in Nigeria, challenges in achieving digital accessibility in Nigeria, inclusion skills for digital Accessibility important in Nigeria, Efforts to promote digital Accessibility. Geographical Disparities in Connectivity as a Barriers to digital Accessibility. Digital Accessibility has emerged as a crucial pillar in modern education, particularly for learners with special needs. In Nigeria, the integration of digital technologies into special needs education presents transformative opportunities - ranging from personalized learning experiences to broader access to educational content. However, significant challenges such as infrastructure deficits, lack of teachers training, economic disparities, and policy gaps hinders its effective implementation. Ensuring that everyone benefit from digital economy and society; this involve providing access to affordable technology, digital literacy training and relevant support enabling individuals with special needs to participate fully, in social, economic, and educational opportunities.
An Overview of Inclusive Education and Its Significance for Equitable Learning Opportunities
Inclusive education has become a key framework for advancing equity and social justice in education. This paper presents an overview of inclusive education, exploring its principles, policy foundations, and relevance to equitable learning in diverse classrooms. It highlights the importance of inclusive practices in promoting access, participation, and achievement for all learners regardless of individual differences. The study discusses barriers to effective inclusion, such as inadequate teacher training, insufficient resources, and weak policy enforcement. It concludes that inclusive education is indispensable for achieving sustainable development and educational equity, requiring systemic commitment, continuous professional development, and culturally responsive pedagogy.
Assessing the Perception of Parents and Early Adolescent Children on the Inclusion of Individuals in the Lesbian, Gay, Bisexual, Transgender, and Queer into the Classroom in Lagos State
This descriptive survey study examines the perceptions of parents and early adolescent children on the inclusion of individuals in the Early Adolescent Children on the Inclusion of Individuals in the Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ) into the classroom in educational district II and IV of Lagos state. Five research questions and hypotheses were raised. The researcher designed questionnaire was used to gather data for the study while the sample for the study was 150 parents and 250 Adolescent. Data analysis involved both descriptive statistics (frequencies, percentages, means, standard deviations) and inferential statistics (Chi-square tests) to test the hypotheses at a 0.05 significance level. Findings revealed that parents expressed mixed but cautiously positive attitudes: while many supported equal accesses to education and tolerance programs, about 50% raised concerns regarding the perceived moral and behavioral influence of LGBTQ peers. Adolescents, on the other hand, showed generally supportive attitudes toward equality and inclusion, though nearly half reported discomfort with having LGBTQ classmates or close friends. The results further highlighted that parental perceptions were strongly shaped by religious and cultural beliefs, whereas adolescent attitudes were more influenced by peer relationships and social experiences. A significant generational gap was identified, with adolescents showing greater openness than parents. The study concludes that LGBTQ inclusion in Lagos State schools is possible but remains challenging due to cultural resistance and moral concerns. It recommends peer-led education, teacher training, and community dialogue initiatives as strategies to promote safe, respectful, and equitable learning environments for all students.
Effect Information Access and Equity to Students with Special Needs in Universities Libraries for Sustainable Development in Nigeria
Accessibility is hitherto the incumbent of the technical conceptualization of Equity in regard to students with disability. Hence the concept does not require sympathy but empathy on exploring equal chances to the information regardless of gender or disabilities. Equity in this paper is elaborately means providing any means for information access to students with disabilities and a carefully monitoring for its sustainability. Students with disabilities are those who in any means cannot be educated without special setting, in special classroom, by special teacher/inclusiveness, with special materials as a result of their impairment or disability either physically or orthopedically, mentally, psychologically, emotionally and behaviorally. Among the challenges that prompted to carry out this study is the lack of information access students with disabilities encountering especially in library for their research and practice due the unconcern and consideration given to those students when thinking of libraries construction, poor socialization by staffs of library, insufficient of references textbooks specifically for the client and many more among others. However, this paper is categorically set to explore on the challenges and a way forward. In view of this, the concept of Accessibility, relevant information, equity and students with disabilities are dwells extensively.
Skills in Teaching and Learning for Career Choice on Individuals with Special Needs
Skills in teaching and learning involve a comprehensive and strategic approach that integrates the efforts of educators, policymakers, institutions, and society at large. It entails not only equipping teachers with essential pedagogical and subject-specific skills but also nurturing both intrinsic motivations, such as a passion for teaching, and extrinsic motivations, including career advancement and adequate remuneration. Systemic reforms such as raising entry standards into the teaching profession, investing in continuous professional development, and ensuring supportive working conditions are crucial to elevating the status of teaching as a respected and desirable career. The strong link between skill acquisition and career choice underscores the importance of robust teacher education programs that are aligned with evolving educational demands. As global education systems face increasing challenges and demands, the professionalization of teaching remains vital for ensuring quality learning outcomes, fostering equity, and creating sustainable educational progress.
Promoting Inclusive Classroom Management through Assistive Technologies for Students with Hearing Impairment in Ibadan Metropolis
This study explored the promotion of inclusive classroom management through assistive technologies for learners with hearing impairment (HI) in Ibadan Metropolis, Nigeria. Sample for the study comprised 385 secondary school teachers selected using stratified random sampling. Through a descriptive research design, data was collected by administering Assistive Technologies and Inclusive Classroom Management Questionnaire (ATICMQ) designed by the researcher. Simple linear regression and Pearson product-moment correlation were used for analyzing the study hypotheses. The use of AT and inclusive classroom management, according to the results were significantly positively correlated (r = 0.565, p < 0.001). Significant impact of teachers' AT proficiency on effective classroom management was also found (t=10.235, β=0.464, p<0.001). Moreover, availability of AT in schools had a significant influence on students' academic engagement (t=20.921, β=0.265, p<0.001). The study then concludes that assistive technology (AT) is important in creating inclusive classroom environments and improving learning outcomes for children with hearing impairments. The need to increase AT provision in schools, regular teacher training on inclusive practice for managing students with HI, and fundingappropriate supportive policies are among the recommendations.
Classroom Management Strategies for Managing Autistic Pupils in Inclusive Primary Schools in Akwa Ibom State
This study examined strategies for managing pupils with autism in inclusive primary school settings, focusing on the impact of Discrete Trial Teaching (DTT) and observational methods in enhancing teachers’ knowledge of autism management. Three research questions and corresponding hypotheses guided the study, tested at the 0.05 significance level. The target population comprised 639 teachers across twelve public primary schools in Uyo Local Government Area of Akwa Ibom State. A purposive sample of 84 teachers (28 males and 56 females) was selected from two schools with the highest concentration of autistic pupils. A quasi-experimental design using a pre-test and post-test control group structure was adopted over thirteen sessions. Data were collected using the Autism Management Knowledge among Teachers’ Scale (AMKTS), which included demographic data and 20 items assessing autism-related knowledge. The instrument was validated by experts and had a reliability coefficient of 0.811 using Cronbach’s Alpha. Data was analyzed using t-tests and ANOVA. Results showed a significant increase in teachers’ knowledge after the intervention, with gender and teaching experience showing no significant influence. The study recommends sustained professional training and the inclusion of structured Guidance and Counselling services to support autism management in schools.
Challenges Faced by Out of School Children with Special Needs in Some Selected Local Government Areas of Adamawa, Bauchi and Borno States, Northeast Zone, Nigeria
There are many out of school children that have no access to education in Northeast Zone, Nigeria. This study aimed at investigation the challenges faced by out of school children with special needs in Yola, Michika, Ganye, Bauchi, Bogoto, Katagun, Marduguri, Biu and Mante local government area of Adamawa, Bauchi and Borno States Northeast Zone Nigeria. Four research questions guided the study. A phenomenological design was used, 225 stakeholders and out of school children were purposively sampled. Questionnaire and oral interview were used for data collection, while data generated was analysed and findings were discussed. The study revealed that 5,058 are the prevalence numbers of out of school children with special needs in the above-mentioned local government area of Adamawa, Bauchi and Borno State, furthermore, insurgency, poverty and financial constrain, limited access to inclusive education, policies, framework, community advocacy are among the barriers that lead to the challenges faced by out of school children with special needs. The study recommended the full policies implementation, offer alternative accessibility to inclusive school, allocating more finding to special education program, awareness campaign and Forster collaboration among schools, parents, government, NGOs and community leaders to provide support services to avert the challenges faced by out of school children in Northeast State Zone, Nigeria.
Rehabilitation Services as a Catalyst for Social and Economic Inclusion of Persons with Disabilities in Rivers State
This paper focuses on meeting individual needs, promoting self-esteem, and maximizing learning opportunities for all students, regardless of their abilities. Three objectives, three research questions, and three hypotheses guided the study. The study made use of a correlational research design. The study's population consists of 45 career counsellors from Rivers State University. The sample size for the study was 45 career counsellors from Rivers State University. The study made use of the census method of sampling, where the entire population size is being studied or sampled. A self-developed questionnaire was used for data gathering. The data gathered were analyzed using mean and standard deviation for the research questions, while the hypotheses were tested using ttest transformation at a 0.05 level of significance. Based on the analysis, the findings of the study revealed that positive behavioural interventions, support and counselling support services have significant academic enhancement on students with special needs. Based on the findings of the study, the study recommended that the Rivers State Counselling Association of Nigeria should organize a quarterly workshop programme for career counsellors on how to adopt Positive Behavioural Interventions and Supports. Career counsellors should always adopt counselling and support services to enhance their students’ academics.
Influence of Global Culture and Neoliberal Policies on Nigerian Educational Systems and Identities
The paper examined how global culture and neoliberal policies shape Nigeria’s educational systems and influence the identities of students, teachers, and institutional communities in developing countries. The paper explored how global cultural flows, privatisation, and policy borrowing have impacted Nigeria’s educational autonomy and local identity formations. The paper revealed that neoliberal reforms have increased privatization, performance, accountability, and market logic within Nigerian education. While global culture has fostered English Language dominance, international curricula, and global competencies which pose challenge to local values, indigenous language, and educational identity. The paper concluded that Nigeria’s education must balance global competitiveness with cultural preservation. The paper suggested among others that Nigerian government should protect and expand public financing for fundamental education, support mother-tongue instructions in early grades, regulate private providers effectively, invest in teacher professionalism development and employment security, promote curricula pluralism and as well use targeted edtech with human support.
Inclusive Counselling Strategies and Academic Enhancement of Students with Special Needs in Rivers State
Physical and Verbal Bullying as Determinants of Social Adjustment Among Pupils with Intellectual Disability in Ibadan, Oyo State
The study examined the influence of physical and verbal bullying on social adjustment among pupils with intellectual disabilities in Ibadan, Nigeria. A descriptive survey design of the correlational type was adopted. Data were collected from 112 pupils with intellectual disabilities selected through purposive sampling from three special schools in Ibadan. The research instruments included the Bullying Forms Scale (BFS) and the Social Adjustment Scale – Self Report (SAS–SR). Demographic data were analyzed using percentages, while the Pearson Product Moment Correlation (PPMC) and Multiple Regression Analysis (MRA) were employed to test hypotheses at the 0.05 level of significance. Findings revealed a significant positive relationship between physical bullying and social adjustment among pupils with intellectual disabilities (r(111) = .190, p < .05). Conversely, although verbal bullying was commonly experienced by the pupils (r(111) = .100, p > .05), it did not have a significant impact on their social adjustment. Based on these results, the study recommended that school authorities organize meetings with parents to develop strategies for addressing physical bullying. Additionally, it was suggested that the Oyo State Government enforce the Anti-Bullying Prohibition Act across schools to ensure a safer learning environment for pupils with intellectual disabilities. In addition, the teachers of pupils with intellectual disability should be provided with counseling service to promote social adjustment of the pupils in schools and society at large.