Effectiveness of Inclusive Teaching Strategies in Improving Students’ Academic Achievement in Primary Schools in Makambako Town Council, Tanzania (Published)
This study assessed the effectiveness of inclusive teaching strategies in improving students’ academic achievement in primary schools in Makambako town council. A mixed research approach embedded on the convergent design was adopted under pragmatism philosophy. Data were collected through questionnaires, semi-structured interviews, focused group discussions, observation guides, and documentary reviews from a sample size of 54 respondents. Data were analyzed descriptively using SPSS version 20 and thematically to enrich quantitative and qualitative information. The study revealed the inclusive teaching and learning strategies used in primary schools were observed in educators than in the Organization of Education. The study concludes that teaching in inclusive classrooms needs to observe stipulated strategies. Consequently, the study recommended the government should propose compulsory special needs education to all teachers when they are pursuing their studies in college. Additionally, the school administrations should put more effort into making sure they eliminate any kind of constraints that can hinder the strategies of teaching and learning in inclusive classrooms.
Keywords: Inclusive Education, inclusive classrooms, teaching strategies
Implementation of Inclusive Education Policy for the Attainment of Sustainable Development Goal 4 in Junior Secondary Schools in Rivers State, Nigeria (Published)
This study investigated “Implementation of Inclusive Education Policy for the Attainment of Sustainable Development Goal 4 in Junior Secondary Schools in Rivers State, Nigeria.” Three research questions and two null hypotheses guided the study. The study adopted descriptive research design. The population comprised all the 258 principals in the 258 junior secondary schools in Rivers State, Nigeria. Out of these schools, 220 are located in the rural areas while 38 are located in the urban areas. A sample of 161 principals (89 males and 72 females), which represents 62% of the population was drawn using the simple random sampling technique. A checklist and a self-structured questionnaire were instruments used to collect data for the study. The checklist was designed to ascertain the adequacy of educational resources in junior secondary schools in Rivers State. The questionnaire, which was entitled: “Implementation of Inclusive Education Policy Questionnaire (IIEPQ),”was used to elicit information on the variables, and was structured after the four-point modified Likert rating scale. The instruments were duly validated by three experts. The reliability of the instrument was tested using the Cronbach’s Alpha method to establish the internal consistency of the questionnaire items, and coefficients of 0.79 and 0.83 were obtained for the two clusters respectively. Frequency counts, percentages, mean scores and standard deviation were used to answer the research questions while z-test was used to test the null hypotheses at 0.05 level of significance. The findings of the study revealed, among others, that the dearth and inadequacy of educational resources that can facilitate inclusive practices show that Rivers State is not yet on track to attaining the SDG 4, which centres on education for all (EFA). Based on the findings, it was recommended, among others, that Rivers State Government should double efforts in ensuring that true inclusion is practised in the junior secondary education system by ensuring that there is adequate human, material and financial resources that will enable the principals to effectively implement inclusive education.
Keywords: Implementation, Inclusion, Inclusive Education, Policy, attainment, practices and Sustainable Development Goals (SDGs).
Teachers Training Towards Implementation of Inclusive Education in Public Primary Schools in Dodoma Region-Tanzania (Published)
This study examined teachers’ training towards implementation of inclusive education in public primary schools in Dodoma Region. The study was focused on examining teachers’ training towards the implementation of inclusive education in Public Primary schools in Dodoma region. The study was grounded in Theory of Justice pioneered by John Rawls and was be guided by one research question. The study employed convergent design under mixed approach. Both probability and non-probability sampling techniques was used to sample respondents. Purposive and stratified sampling techniques followed by simple random sampling technique were used to get the respondents. The target population involved 08 DEO’s, 13 head teachers, 280 teachers and 11,460 pupils. Probability and non-probability sampling procedures were employed to determine the study sample of 12 schools, 07 DEO’s, 12 head teachers, 84 teachers and 386 pupils, making a total of 489 respondents. The instruments used to collect data were questionnaires and interview guides. Reliability of the questionnaire was tested by using Cronbach Alpha formula; while conformability of qualitative data was ensured by increasing transparency with regards to adherence to data collection procedures and ethics. The quantitative data were analyzed using descriptive and inferential statistics with the aid of Statistical Packages for Social Sciences (SPSS) version 25.0. The quantitative data were coded and analyzed through frequencies, percentages, and mean scores in tables and interpreted in relation to research questions. The qualitative data were analyzed by coding contents into themes, interpreting direct quotations and presented in narrative form. The findings revealed that, government primary school teachers need to be involved in long-term pre-service training in special needs education to be equipped with knowledge and skills regarding teaching and learning strategies and inclusive classroom management. The study concluded that, special education training in inclusive education practices is essential element to enhance teachers’ preparedness to work with special needs pupils as well as enhances their effectiveness in implementing classroom practices, which is a contributing factor to success in inclusive education. The study recommended that Ministry of Education, Science and Technology should organize seminars, workshops and in-service training courses to enhance teachers’ effectiveness in implementation of inclusive education.
Keywords: Inclusive Education, Special Education, teachers training
Determinants of Effective Implementation of Inclusive Education at the Basic Education Level in Nigeria (Published)
This study was aimed at examining the determinants of effective implementation of inclusive education at the Basic Education level for national development. Inclusive education at the basic level is key to national development because no school age child is left behind. Children with disabilities are integrated into the main stream to enable them learn in normal classrooms. There are certain things needed in inclusive education for effective implementation of the programme at the Basic Education level. This paper therefore looked at the term inclusive education, Basic Education and determinants of effective implementation of inclusive education in terms of information for planning, provision of school libraries, provision of qualified personnel and funding. Some recommendations were made, one of which is that, government should provide infrastructural facilities and funds for effective implementation of inclusive education at the Basic level of education.
Keywords: Inclusive Education, Universal Basic Education, information for planning, provision of school libraries.
Managing Schools with Migrant Learners: A Daunting Challenge for Rural School Principals at the Northern Outskirts of South Africa (Published)
The influx of undocumented and unaccompanied migrant learners in the rural schools of the District of Vhembe in Limpopo Province of South Africa is alarming. These learners come to South Africa with unique challenges. They are affected by socio-economic factors. They do not have identification documents. They are dogged by language barriers and are often victims of xenophobic attitudes. Their inclusion in the school system brings about new challenges to the school management teams. The study argues that effective management of school is a necessary pre-condition for addressing the educational predicament of migrant learners. As such, principals have the responsibility to manage their schools effectively and efficiently. A qualitative research was conducted at Tshipise-Sagole district to determine the extent to which principals address the educational challenges of migrant learners. Six schools with a significant number of migrant learners were purposefully selected. Data were collected through individual interviews with 6 school principals. Data were analysed thematically. The study revealed that managing schools with migrant learners remains a daunting challenge to principals. It is also revealed that principals as custodians of migrant learners play a vital role in addressing these difficulties. The study recommended that school principals should profile migrant learners’ needs and barriers in order to address them amicably and provide necessary support. Government support and involvement of various stakeholders are cited as very important aspects as this should be a shared responsibility.
Keywords: Inclusive Education, Migration, School Management, migrant learners
The Role of Faculties of Education in the Preparation of Primary School Pre-Service Teachers for Inclusive Classrooms (Published)
Universities in South Africa are responsible for training primary school teachers. These teachers should be competent to teach learners with and without disabilities in the same classroom environments. With the exception of very few universities in South Africa, the majority offers courses that do not adequately prepare teachers for inclusive classrooms. This quantitative study was pegged on the literary debate and used the Modified Survey of Attitudes towards Inclusion of Learners with Special Needs to collect data from 149 primary school pre-service teachers. The findings revealed that pre-service teachers who took a module on Barriers to Learning have a good understanding of the teaching of learners with special needs, they possess appropriate skills to teach learners with and without disabilities in inclusive classrooms and are confident that they have inherent qualities and mental temperament to deal with special needs learners.
Keywords: Inclusive Education, Persons With Disabilities, Pre-Service Teachers, Special Needs Learners, Teacher Knowledge, Teaching Skills And Dispositions