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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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According to Heiman (2004), students can be included in mainstream classes based on a multidimensional diagnosis including psychological and educational tests. The students usually receive additional academic support from a special education teacher in their regular classrooms or in a resource room. To provide flexible inclusion in the least restrictive environment, the schools need to train more mainstream teachers to handle and cope with special needs students in their classes.
Despite the apparent benefits of inclusion, and regardless of the teachers commitment and positive attitudes; and notwithstanding their having the knowledge and skills necessary to meet the educational needs of diverse students with disabilities, teachers were concerned about the academic, social, and behavioral adjustment of the students with disabilities in inclusive classes. Some teachers felt that inclusion would bring little benefit to students with disabilities and, consequently, they questioned the advantages of inclusion (Heiman, 2002; Priestley & Rabiee, 2002).
Other teachers stressed their concern that as more students are included, teachers would need additional tools and skills for coping with the social and emotional problems that accompany inclusive schooling (Idol, 1997). Vaughn, Schumm, Jallad, Slusher & Samuell (1996) mentioned several aspects which might cause teachers to raise objections to inclusion, such as the large number of students in the class, budget shortages, the teachers’ work load, difficulties in standardized evaluation. Still, others pointed to the lack of teamwork, or asked for guidance in dealing with students with special needs (Danne & Beirnc-Smith, 2000).
Some of the mainstream teachers claimed that they had chosen to teach a specific discipline and not special education, and the inclusion policy forced them to enter areas they were unsure about or not interested in it (Vaughn, et al., 1996). Mock and Kauffman (2002) described the catch in which teachers were trapped: on one hand, teachers cannot be prepared to answer the unique educational needs of every student with special needs, and, on the other hand, teachers in inclusive classes teaching students with special needs, might function beyond their training and their specialization.
The goal of inclusive education is to break down the barriers that separate general and special education and make the included students feel like, and actually become, an active member of a general education classroom. When general education teachers make students, especially special education students, actually feel as if they belong to their assigned classroom, it only helps to enhance the inclusion process (Foreman, 2005).
One of the most significant stipulations that allow for successful inclusion of special education students is the perceptions or attitudes of the regular education teacher regarding the inclusion of special education students into their classroom. Classrooms are now becoming more diverse with respect to student’s abilities, therefore sensitivity and awareness on the part of the general education teacher is essential to promote successful inclusion. Many factors influence the regular education teacher’s perception of inclusion. Research from West Virginia University suggested that success is dependent upon teachers’ beliefs. The study indicated, “. . . when general education teachers are provided proper training, supportive services through a collaborative consultant. . . and designated time to meet. . . willingness to participate in collaborative interactions can be recorded†(Byers, Miller & Savage, 2003:95).
In order for inclusion to take place and to be effective, leaders must assess the needs of the staff. In facilitating positive attitudes, it is often helpful to provide successful examples of inclusion and letting the staff be involved with the planning (Rose, 2000:25). In attempting to fulfill the vision of inclusion, school personnel must realize that “...all students are welcome in regular classrooms†and that “.. . regular and special educators will need to share responsibility of educating all of their students†(Rose, 2000:50). The first step in implementing this type of program involves assessing the needs of the school and those involved, mainly the teachers. Failure to include the input of the practitioner in change efforts is likely to result in distortions of the intent of the initiative (Williams, & Shellenberger, 2000).
Additionally, moving towards a more collaborative teaching approach could help eliminate the segregation between special education and regular education. One of the most difficult challenges school administrators must face is the breaking down of the barriers that exist between regular education and special education. In the past, teaching in special education has always been viewed as individualistic. The role of the school administrator in preparing for inclusion must capture the individual talents of each discipline (regular and special education) and then be able to capitalize on those talents into forming an environment of shared responsibility for student learning. For example, special education teachers could “turn-key†or share their knowledge and skill in areas of curriculum modifications and implementation of classroom adaptations to the regular or general education teacher. Similarly, the regular education teacher could help strengthen the special education teacher’s skill in-group instruction (Rief, 1993).
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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---
