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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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1.2. Purpose of the Study
The purpose of this study is to determine the English language teachers’ perception of Inclusive education in the Universal Basic Education in Kwara State. In view of this, the research tends to investigate:
a. The difference between male and female English language teachers’ perception of inclusive education in the universal Basic Education.
b. The difference between rural and urban English language teachers’ perception of inclusive education in the Universal Basic Education.
c. The difference between special education teachers and mainstream teachers’ perception of inclusive education in the Universal Basic Education.
d. The difference of English Language teachers’ perception of inclusive education in the Universal Basic Education based on years of experience.
e. The difference between qualified and un-qualified English language teachers’ perception of inclusive education in Universal Basic Education.
1.3 Research Questions
a. What are the perceptions of English language teachers of the inclusive education in the Universal Basic Education?
b. What are the perceptions of Kwara State English language teachers’ of inclusive education based on gender?
c. Would the qualification of English language teachers determine their perception of inclusive education in the Universal Basic Education?
d. Is there any difference between the perception of the experienced and less experienced English language teachers on the inclusive education in the Universal Basic Education in Kwara state?
e. Would the perception of teachers of English Language in rural areas differ on inclusive education from their counterparts in urban area?
1.4 Research Hypotheses
1. There is no significant difference between the qualified and unqualified English Language teachers’ perception of inclusive education in the Universal Basic Education.
2. There is no significant difference in the teachers ‘perception of inclusive education in the universal Basic education-based on years’ experience.
3. There is no significant difference in the perception of Kwara State English language teachers’ of inclusive education based on gender.
4. There is no significant difference in the perception of the qualified and non-qualified English language teachers on inclusive education in the Universal Basic Education.
5. There is no significant difference in the perception of the experienced and less experienced English language teachers on the inclusive education in the Universal Basic Education in Kwara state.
1.5 Scope of the Study
This study will be limited to the universal basic education secondary schools in Ilorin west Local Government Area of Kwara State. All the English Language teachers in the secondary schools that would be randomly selected shall be participants. The study would focus on the English language teachers’ perception of inclusive education in the Universal Basic Education using the teachers’ gender, qualification, experience and location as independent variables of the study. A researcher-designed questionnaire would be used to collect data from the respondents. The data obtained would be analyzed using percentages and the chi-square.
1.6 Operational Definition of Terms
The following terms are operationally defined as they will be used in this study.
 Perception: the way teachers see and understand a concept.
 Exceptional student: student with an unusual case. A term describing children whose performance deviates from the norm to the extent that special education is needed.
 Key implementer: the person that makes something that has been officially decided start to happen (person who carry out).
 Experienced teachers: these are teachers who have been teaching for more than five years.
 Less experienced: these are teachers who have been teaching for less than five years.
 Disability: student case of not being able to use a part of the body or that cannot learn easily.
 Non-disabled: student who are physically and mentally fit.
 The terms teacher and educator are used interchangeable to refer to the trained person who delivers the curriculum in the classroom.
 Trained Teachers: These are teachers trained, qualified and certified by government approved tertiary institutions to teach English language.
 Untrained Teachers: these are teachers of subjects other than English (often, the Arts and Social Science teachers) who teach English language where there are no experts of English in school.
 Ordinary Teacher/ Mainstream Teachers: A teacher who has been trained to teach student in the mainstream classes. They are teachers who are trained to teach in the regular schools.
 Inclusion: the process of bringing children with exceptionalities into regular classroom where they learn side by side with the able bodied students using same teacher.
 Mainstream students: These are the non-disabled learners learning in the normal regular school setting.
 Attitudes have been used to refer to the teachers’ feelings and opinions about inclusive education as measured by an attitude scale.
1.7 Significance of the study
The findings would help school administrators to plan and budget for inclusive education.
It is hoped the study would help the planner policy makers to review the basic school curricular and the policy inclusive education. It would also help the colleges of education and other teacher trainers review curriculum on the training of teachers and help change ordinary teachers’ attitudes towards students with special educational needs.
CHAPTER ONE -- [Total Page(s) 3]
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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 TWO - [ Total Page(s): 13 ]They also believe that special students differ, some may learn faster and easily while others may learn with difficulty. Another important issue they highlight is that students’ behavior may be beyond reproach and frequently inappropriate, while others may have problems emanating from their speech, language or culture. The concept of inclusive education programming, for BaneIji and Dailey (1995, p. 511), is based on the premise that children of exceptional abilities and backgrounds benefi ... 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---
