Teachers' Perspectives on Inclusive Education for Children with Special Needs
Abakah Francis
*
Department of Curriculum and Instruction, Texas State University, San Marcos, USA.
Ava-Gay Annakaye Morgan
Department of Curriculum and Instruction, College of Education, Texas Southern University, Houston, TX, USA.
Emmanuel Ogheneovo Sodje
Department of Leadership and Management in Education, University of Hull, England.
Francis Dugbartey
Department of Educational Leadership and Workforce Development, Old Dominion University Norfolk-Virginia, USA.
Gabriel Lagbel
Department of Physics, College of Science, Kwame Nkurumah University of Science and Technology, Kumasi, Ghana.
Okezie Chika Chibundu
Department of English and Literary Studies, Madonna University, Elele, Rivers State, Nigeria.
*Author to whom correspondence should be addressed.
Abstract
Inclusive education is widely recognized as a key approach to ensuring equitable access to quality education for children with special needs, requiring teachers to possess adequate knowledge, skills, and supportive resources. In the Nigerian context, particularly in private schools, gaps in teacher training, limited resources, and insufficient institutional support continue to hinder the effective implementation of inclusive education practices. This study investigates teachers' perspectives on inclusive education for children with special needs in Nigerian private schools. The primary purpose is to assess teachers' understanding of inclusive education, their familiarity with effective teaching strategies, and their preparedness to implement inclusive practices. A cross-sectional descriptive research design was employed for the study. The population comprised 70 teachers drawn from three private primary and secondary schools in Anambra State, Nigeria. Because the population was relatively small, a census sampling technique was adopted to include all eligible teachers. Data were collected using a structured questionnaire. The findings indicate that while teachers generally have a strong understanding of the core concepts of inclusive education, there are notable gaps in their knowledge of specialized teaching strategies and the use of assistive technologies. Additionally, the study highlights significant challenges related to inadequate teacher training, insufficient resources, and lack of institutional support, which hinder the effective implementation of inclusive education practices. Teachers expressed a strong desire for further professional development, with 93.2% indicating a willingness to engage in additional training. The study emphasizes the need for targeted professional development programs to enhance teachers' competencies in inclusive education, including training in specialized teaching methods and assistive technologies. Furthermore, resource allocation must be improved to support the integration of children with special needs into mainstream classrooms. The findings suggest that a collaborative approach among teachers, special education staff, and school administrators is essential for creating a truly inclusive environment. This study contributes to the growing body of research on inclusive education and provides practical recommendations for policy reforms to support inclusive practices in Nigerian schools.
Keywords: Inclusive education, special needs, teacher’s perspectives, professional development, assistive devices, teaching strategies