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The English Language Teachers’ Perception Of Inclusive Education
[A CASE STUDY OF THE UNIVERSAL BASIC EDUCATION IN KWARA STATE]
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CHAPTER TWO
LITERATURE REVIEW
2.0 Introduction
This chapter presents the review of relevant literature on the study. To do this, literatures will he reviewed on the following sub-headings:
The UBE system in Nigeria
The concept of inclusive education
Teachers’ Attitude and Perceptions on Inclusive Education
Benefits of inclusive Education
Factors Influencing teachers’ attitude towards inclusive education
Theoretical framework
Empirical Studies
Appraisal of the literature
2.1 UBE System in Nigeria
The Universal Basic Education (UBE) Programme is an educational programme aimed at eradicating illiteracy, ignorance and poverty. It is in compliance with the Declaration of the World Conference on Education for All (WCEFA) which was made in Jomtien, Thailand in 1990. And bating clearly in Article I that every person - child, Youth on Adult- shall be able to benefit from educational opportunities designed to meet their basic needs. This declaration was reaffirmed at the World Summit for Children also held in 1 990. Which stated that all children should have access to basic education by the year 2000? The World Summit for Children placed a lot of emphasis on raising the levels of female literacy. In a bid to achieve education goals, the Dakar World Education Forum was held as a follow-up meeting to the WCEFA where new sets of goals were set to be attained by the year 2015. The goals include:
1. Expanding and improving comprehensive early childhood care and education. Especially for the most vulnerable and disadvantaged children
2. Ensuring that by 2015 all children, with special emphasis on girls, children in difficult circumstances and from ethnic minorities have access to and complete free and compulsory primary education of good quality;
3. Ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life skills programmes;
4. Achieving a 50 percent improvement in levels of adult literacy by 2015. Especially for women, and equitable access to basic and continuing education for all adults; (v) Eliminating gender disparities in primary and secondary education by 2005, and achieving gender equality in education by 2015, with a focus on ensuring girls full and equal access to and achievement in basic education of good quality:
5. Improving all aspects of the quality of education. and ensuring excellence for all. so that recognized and reasonable learning outcomes are achieved, especially in literacy, numeracy and essential life skills. Similarly, the Millennium Development Goals (MDGs) adopted in September 2000 at the United Nations Millennium Declaration, has two of the eight goals devoted to education. They arc goal 2 (to achieve universal primary education) and goal 3 (to promote gender equality and empower women).
2.1.1 Antecedents of UBE
Nigeria has made efforts in the past to provide broad-based education through various programmes (Patrick. 2000). These programmes include:
a. Introduction of Universal Primary Education (UPE) in Western Region on 17th January 1955.
b. Introduction of Universal Primary Education in the Eastern Region in February 1957.
c. Introduction of UPE in Lagos (then Federal Territory) in January 1957.
d. The publication of the National Policy on Education in 1977. Which is unequivocal in its insistence on functional, universal and qualitative education? The Policy declares Governments intention to use a variety of strategies for the provision of Universal Basic Education for all citizens.
e. Launching of Universal Free Primary Education on 6th September 1976 and.
f. The launching of Universal Basic Education (UBE) on Both September 1999.
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ABSRACT - [ Total Page(s): 1 ]ABSTRACT IS COMING SOON ... Continue reading---
QUESTIONNAIRE - [ Total Page(s): 1 ]QUESTIONNAIRE ON ATTITUDE OF TEACHERS ON INCLUSIVEEDUCATIONInstructionsThe purpose of this questionnaire is to obtain information relating to what you think about inclusive education of students with disabilities. All information in this questionnaire is provided anonymously and will be treated then analyzed under the framework of this research only. This is not a test. Thus, there is no right or wrong answer. All you have to do is to tick the option as applicable to you.SECTION A: GENERAL INFOR ... Continue reading---
CHAPTER ONE - [ Total Page(s): 3 ]In order for inclusion to work in practice, teachers in regular schools in Nigeria must accept its philosophies and demands. According to Salend and Duhaney (1999), educators have varying attitudes towards inclusion, their responses being shaped by a range of variables such as their success in implementing inclusion, student characteristics, training and levels of support. Some studies reported positive outcomes for general teachers, including increased skills in meeting the needs of all their s ... Continue reading---
CHAPTER THREE - [ Total Page(s): 1 ]CHAPTER THREERESEARCH METHODOLOGY3.0 This chapter presents the research method that would be used to carry out the study which is on the perception of the English language teachers of Inclusive education in the Universal Basic Education in Kwara State. The discussion on the methods will include:a. Research typeb. Population, sample and sampling techniqueC. Instrumentationd. Procedure for data collection ande. Data analysis technique f. Research type3.1 Research TypeThis research would use ... Continue reading---
REFRENCES - [ Total Page(s): 3 ]REFERENCES Ajuwon, P. M. (2008). Inclusive education for students with disabilities in Nigeria: Benefits and challenges and policy implications. International Journal of Special Education, 23(3), 11-16.Ali, M.M., Mustapha, R. and Jelas, Z. M. (2006). An empirical study on teachers’ perceptions towards inclusive education in Malaysia. International Journal of special Education, Vol. 21 (3).Allan, J. (1995) How are we doing? Teacher's views on the effectiveness of co-operative teaching. Sup ... Continue reading---
