-
The English Language Teachers’ Perception Of Inclusive Education
[A CASE STUDY OF THE UNIVERSAL BASIC EDUCATION IN KWARA STATE]
REFRENCES -- [Total Page(s) 3]
Page 2 of 3
-
-
-
Fakolade, Adeniyi and Tella (2009). Attitude of teacher toward the inclusion of special needs children in general education classroom: the case of teachers in some selected schools in Nigeria.
Farrell, P. (2000). The impact of research on developments in inclusive education. International Journal o/Inclusive Education, 4(2),153-162.
Federal Ministry of Education (2000). Implementation Guidelines for University Basic Education (UBE) Programmes Abuja: Federal Ministry of Education. Federal Republic of Nigeria (1998). National Policy on Education. Lagos: NERDC Press.
Federal Republic of Nigeria (1999). Constitution of the Federal Republic of Nigeria, Abuja: Author
Federal Republic of Nigeria (1999). National Policy of Education (Revised). Abuja: Author.
Ferguson, D. L. (1996). Is it inclusion yet? Bursting the bubbles in M.S. Berres, D.L.
Ferguson, P. Knoblock, C. Woods (Eds.), Teachers College Press, New York, pp.16 -37.
Forlin, C. (1998). Teachers' personal concerns about including children with a disability in regular classrooms. Journal of Developmental and Physical Disabilities, 10(1), 87106.
Forlin, C., Douglas, G. & Hattie, J. (1996). Inclusive practices: How accepting are teachers? International Journal of Disability, Development and Education, 43(2): 119133.
Gardner, H. (1991). The Unschooled Mind. New York: Harper-Collins.
Gildner, C. (2001). Enjoy Teaching: Helpful Hints for the Classroom. Lanham, MD: Scarecrow Press, Inc.
Grace, A.P. (2006). Writing the queer self: Using autobiography to mediate inclusive teacher education in Canada. Teaching and Teacher Education, 22, 826–834..
Green, L. (2001). Theoretical and contextual background. In P. Engelbrecht and L. Green (Ed.), Promoting learner development: preventing and working with barriers to learning. Pretoria: Van Schaik Publishers.
Grenot-Scheyer, M.; Jubala, K. A; Bishop, K. D. & Coots, J. J. (1996). The inclusive classroom. Westminster: Teacher Created Materials, Inc.
Gunter, C. F. G. (1990). Aspects of educational theory. Stellenbosch: University Publishers and Booksellers.
Harkness, S. P. & Groom Jr., J. N. (1976). Building Without Barriers for the Disabled. N.Y., N. Y.: The Architects Collaborative.
Heiman, T. (2004). Teachers coping with changes: Including students with disabilities in mainstream classes: An international view. International Journal of Special Education, 19(2).
Kuyini, A.B.,& Desai, D.I., (2007).Principals‟ and teachers‟ attitudes and knowledge of inclusive education as predictors of effective teaching practices in Ghana. Journal of Research in Special Educational Needs, 7, 104–113.
Lewis, R B. & Doorlag, D. H. (1995). Teaching special students in the mainstream. New Jersey: Merrill, Prentice-Hall.
Lipsky, D. K. & Gartner, A. (1997). Inclusion and school reform: Transforming America’s classrooms. Baltimore, MD: Brookes Publishing Co.
Malinen, O. P., & Savolainen, H. (2008). Inclusion in the East: Chinese Students’ Attitude towards Inclusion education. International Journal of Special Education, 23(30), 100-109
Mba, P. O. (1991). Elements of Special Education. Ibadan: Codat Publication Nigeria.
REFRENCES -- [Total Page(s) 3]
Page 2 of 3
-
-
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 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---
