This review paper examined inclusive education for the disabled in Nigeria with a view to ascertaining level of implementation, successes and challenges being encountered. Secondary data were relied upon while symbolic interactionism theory was adopted as theoretical framework. The study pointed out that Inclusive Education provides adequate educational support for all pupils and promotes successful learning as well as access to health information. However, teachers’ perception about disabled children often affects their academic performance. The fact that disabled people are stigmatized by the public was also frowned at and Inclusive education was strongly recommended since it breaks down barriers and prejudices. Inclusive education benefits the disabled people and the entire society. The study recommended that inclusive education should be adequately financed by the government, schools and other international organizations. Parental education programmes should be provided. Inclusive learning environment should be created through engagement of teachers associations and other stakeholders with programmes to increase their understanding and knowledge of disability. Segregation within schools should be ended by monitoring schools on a regular basis.
Abosi, C. O (1987), “Usual Impairment” in Ogbue, R. M and Obani; T. C. (eds), Special Education: A reading Text, (Heineman Educational Books Nigeria PLC)
Ainscow, M., Oyson, A. Goldrick, S. & West M. (2011). Developing equitable education system. Abingdon, Uk: Rutledge.
Cooley, R. J. (2002). An uneven start: Indicators of inequalities in schools’ readiness. Princetown, Educational Testing Service.
Eisenman. L. T., Pleet, A. M., Wandry, D., & McGinley, V. (2011). Voices of special education teachers in Inclusive High School: Redefining responsibilities. Remedial and special Education,
32(2), 91-104)
Florian, L. (2012) preparing teachers to work in Inclusive classroom: key lessons for the professional development of teacher educators from Scotland’s Inclusive practice product. Journal of Teacher Education, 63(4), 275-285.
Forlin, C. (2013a). Issues of Inclusive Education I the 21st Century. Journal of learning science No.6, 67-81
Goffman, E. (1963). Stigma notes on the management of spoiled identify. New York Simon and Shuster Inc
Hoppey, D. & Mcleskey, J. (2013). A ease study of principal leadership in an effective inclusive school. Journal of Special Education, 46(4), 245-256.
Heslon, R. (1972). Non Verbal Behaviour and Social Psychology. New York: plenum Books.
Haralambus, M. and Holborn, M. (2004). Themes and perspectives (5th edition) London: Collins Educational Books.
Jordan, A. Glenn, C., & McGhie-Richmond, D. (2010). The supporting Effective Teaching (SET) project: The relationship of inclusive teaching practices to teachers beliefs about disability and ability and about their roles as teachers. Teaching & Teacher Education, 26(2), 259-266. Dol: 10.10(6/j) tate 2009.03.05
Jones, P., Forlin, C., & Gillies, A. (2013). The contribution of facilitated leadership to systems development for greater inclusive practices. International journal of whole schooling, 9(1) online at http://www.whoileschoolingnet/jounrnalofwholeschooling/ijwsi dexhtml
Loreman, T. (2009).Straight talk about inclusive education. CASS connections, spring.
LAEYC (1991). Accreditation criteria and procedures of the National Academy of Early childhood program. Washington, DC International Association for the Education of Young children (LAEYC).
Mittler, P. (2012). Overcoming exclusion: Social Justice through education. Abbingdon, Uk: Routledge.
Messiou, K. (2012). Collaborating with children in exploring marginalization an approach to inclusive education. International Journal of Inclusive Education, 16 (12), 1311-1322. Doi:10.1080/13603116. 2011.52188.
Monjok, E. (2009). HIV/AIDS related stigma and discrimination in Nigeria: Review of research studies and future directions for preventions. African Journal if reproductive Health, 13 93) 21-35.
Oakes, J & Saunders, M. (2002). Access to textbooks, Instructional Materials, Equipment, and Technology Inadequacy and Inequality in California’s public schools los Angeles UCLA’s Institute for Democracy, Education, and Access.
Ogbue, R.M 91987), “Physical and Health Impairment” In R.M Ogbue and T.C Obani (eds.), special Education (Heineriann Educational Books Nigeria Plc).
Osberg, D., Biesta, G. (2010). The end/s of education: Complexity and the conundrum of the Inclusive educational curriculum. International Journal of Inclusive Education, 1496), 593-607.
Piji, (2010). Preparing teaching for Inclusive education: Some reflections from the Netherlands Journal of Research in special Education Needs, 10/10 197-201 doi-10uu/j 1471-3802 2010. 01165.
Smith, D. & Tyler N. (2011). Effective Inclusive education: Equipping education professionals with necessary skills and knowledge. Prospects, 41930, 323-339. Doi:10.1007/511125-011-9207-5.
Stivers, J., Francis –Cropper, L. & Staw, M. (2008). Educating families about inclusive education. 2 month –by- month guide for teachers of inclusive classes. Intervention in school and clinic, 44(1), 10-17
Symes, W., & Humphrey, N. (20110. The
In-Text Citation: (Nwankwo & Nnatu, 2018)
To Cite this Article: Nwankwo, I. U., & Nnatu, S. O. (2018). Exploring Inclusive Education Strategy for Optimization of Learning Capacity and Access to Health Information among Children with Disabilities (CWD) in Nigeria. International Journal of Academic Research in Business and Social Sciences, 8(9), 1147–1163.
Copyright: © 2018 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode
