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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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2.1.2 Meaning of UBE
Basic Education means the type of education, in quality and content, that is given in the first level of education. This construct changes from country to country. In Nigeria, basic education was equated with six years of primary schooling in the past. Currently basic education is extended to include the three years of Junior Secondary School. Universal Basic Education (UBE) is conceived to embrace formal education up to age 15, as well as adult and non-formal education including education of the marginalized groups within the Nigerian society. Ii is a policy reform measure of the Federal Government of Nigeria. That is in line with the state objectives of the 1999 constitution which states in section 18 that Government shall eradicate illiteracy; to this end, government shall as and when practicable provide a free and compulsory. Universal Primary Education, Free secondary education, and free adult literacy programmes.
Universal Basic Education is the transmission of fundamental knowledge to all facets of the Nigerian society from generation to generation. It has three main components-Universal, Basic and Education. Universal connotes a programme that is meant for all facets of the society-the rich; poor, the physically fit and the disabled, the brilliant fit, the dull the regular students and the dropouts including every other individual that is ready to acquire knowledge. The term “basic’ I relates Lu the base, take off point, fundamental essential, spring board, bottom line. They required and of course expected it therefore shows that basic education is the starting point in the acquisition of knowledge. Without basic education, Higher education cannot he acquired. It therefore Implies that this basic education is mandatory for all citizens It is that type of education that can help an individual function effectively in the society (Adewole 2000) 11 is the form of education which is essential for life Enoch and Okpede (2000) described it as the form of education which is essential for life. They also saw UBE as the form of education which must equip an individual with necessary skills to survive it’ his environment It should he a practical and functional education.
The idea of “Education†connotes transmission of knowledge from general to generation. In the UBB programme, it is expected that theoretical and practical knowledge transmitted to learners in its simplistic form. This involves starting from the scratch and being able to carry the leaner along This education is the ‘aggregate of all the processes by which a child or young adult develops the abilities, altitudes and other forms of behaviours, which are of positive value to the society in which he likes†Fafunwa, 1974).
UBE by definition must provide minimum education Citizen should have easy access to it and it should be free. in the implementation guideline for UBE programme there is a I BF ‘commission which runs the affairs of the UBE. They also set up minimum standards of’ primary junior secondary and adult literacy throughout Nigeria It is expected that stiff penalties should he imposed on persons Societies or institutions that prevent children adolescents and youths from benefiting from UBE (Adewole. 2000) UBE is also expected to provide basic education which is expected to be terminal. Such education (UBE) is not meant for school age children alone it is also designed to take care of the educational needs of young peoples and adults who have not had the opportunity to receive adequate schooling Thus the UBE programme will include nomadic education, education of migrant fisherman, school drop outs, out of school children and adult education.
2.1.3 Objectives of the UBE
According to the Universal Basic Education Commission (UBEC) (2004), the objectives of the programme among others include:
Developing in the entire citizenry a strong consciousness for education and a strong commitment to its vigorous promotion:
The provision of free, Universal Basic Education for every Nigerian Child of School-going age; reducing drastically the incidence of drop-out from the formal school system (through improved relevance, quality and efficiency); and
Ensuring the acquisition of appropriate levels of literacy, numeracy, manipulative, communicative and life skills, as well as ethical, moral and civic values needed for laying a solid foundation for life-long learning.
Universal Basic’ Education (UBE) was formally launched by President Olusegun Obasanjo on 30th September 1999. The UBE programme is intended to be universal free and compulsory. According to the implementation guidelines for the Universal Basic Education programme published by the Federal Ministry of Education Abuja in February 2000, due attention would be given to public enlightenment and social mobilization. The document also states that teachers will always be an integral part of the process or conceptualization, planning and executing.
2.2 The Concept of Inclusive Education
Inclusive education is a concept that allows students with special needs to be placed and received instruction in the mainstream classes and being taught by mainstream teachers. Though the terms ‘inclusion’ and ‘inclusive education’ are often used, the concept of inclusion remains difficult to define. Research suggests there is no commonly understood meaning of inclusion (Epstein & Elias, 1996). Inclusive education is a strategy to ensure education for all students in the same classroom. A comprehensive definition of inclusive education could be achieved by considering Mitchell’s (2010) Magic Formula’ of inclusive education. The formula is: Inclusive education = Vision + Placement + Support + Resources + Leadership + 5As (Acceptance. Access, Adapted Curriculum, Adapted Assessment, Adapted Teaching).
According to the formula, for achievement of an inclusive education system there should be a vision at all levels of education in a country; Placement that should the age appropriate in community or neighborhood schools; Support which must be available for students. Families and professionals; Resources (e.g., trained teachers, assistive technologies, infrastructure appropriate educational leadership that facilitates inclusion; and, the ‘5As’ (Mitchell 2010). Thus, inclusive education is a strategy to address educational needs of all children in a systematic way in a regular school classroom.
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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---
