Invigorating Inclusive Education in Nigerian School System: Technological Implications for Teachers' Training Institutions
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2024
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| author | Mbaba, Awajiokinor E. Orlunga, Bartholomew Godstime Echeonwu, Juliana |
| author_facet | Mbaba, Awajiokinor E. Orlunga, Bartholomew Godstime Echeonwu, Juliana |
| contents | <p><a name="OLE_LINK24"></a><a name="OLE_LINK23"></a><span><em><span>Teachers and researchers are in quest for the best approach and pedagogy that could enhance effective learning. As a result, lots of methods and pedagogical strategies had emerged overtime. There was also the issue of stigmatization of learners with disabilities and special need in school enrolment. Inclusive Education was recommended as a strategy to integrate learners for the purpose dealing with the challenge of stigmatization and for improved learning outcome. Thus, this paper addressed the challenge of inclusive education in Nigeria, identifying the overall benefits of inclusivity to learners with disabilities, special needs, gifted and others. The paper expatiates on the concept of inclusive education, relevance, policy frame work, challenges, types, models and the technological implications of inclusiveness for teachers in Nigeria. It was observed that teachers need to be trained and retrained on the different areas of special needs and to upgrade their technological skills to be able to fit into the programme. Therefore, one major suggestion of this paper is that the training institutions shall hold a great duty of ensuring that all teachers’ trainee undergo special courses in special need education before graduation to be qualified to participate in inclusive education especially at the basic education in Nigeria.</span></em></span><em><span><span> </span></span></em></p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_13369338 |
| institution | Zenodo |
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| publishDate | 2024 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | Invigorating Inclusive Education in Nigerian School System: Technological Implications for Teachers' Training Institutions Mbaba, Awajiokinor E. Orlunga, Bartholomew Godstime Echeonwu, Juliana Inclusive Education, Models, Basic Education, Technological Implications <p><a name="OLE_LINK24"></a><a name="OLE_LINK23"></a><span><em><span>Teachers and researchers are in quest for the best approach and pedagogy that could enhance effective learning. As a result, lots of methods and pedagogical strategies had emerged overtime. There was also the issue of stigmatization of learners with disabilities and special need in school enrolment. Inclusive Education was recommended as a strategy to integrate learners for the purpose dealing with the challenge of stigmatization and for improved learning outcome. Thus, this paper addressed the challenge of inclusive education in Nigeria, identifying the overall benefits of inclusivity to learners with disabilities, special needs, gifted and others. The paper expatiates on the concept of inclusive education, relevance, policy frame work, challenges, types, models and the technological implications of inclusiveness for teachers in Nigeria. It was observed that teachers need to be trained and retrained on the different areas of special needs and to upgrade their technological skills to be able to fit into the programme. Therefore, one major suggestion of this paper is that the training institutions shall hold a great duty of ensuring that all teachers’ trainee undergo special courses in special need education before graduation to be qualified to participate in inclusive education especially at the basic education in Nigeria.</span></em></span><em><span><span> </span></span></em></p> |
| title | Invigorating Inclusive Education in Nigerian School System: Technological Implications for Teachers' Training Institutions |
| topic | Inclusive Education, Models, Basic Education, Technological Implications |
| url | https://doi.org/10.5281/zenodo.13369338 |