Assessment of Student Challenges in an Inclusive Primary School in Lagos State
CHAPTER ONE
OBJECTIVE OF THE STUDY
The objectives of the study are;
- To examine the problems faced by teachers in inclusive education
- To study the barriers to inclusion in primary school
- To obtain suggestions from the headmasters, teachers to enhance the effectiveness of inclusive education and efficiency of teachers
- To ascertain the challenges of inclusion in primary school
CHAPTER TWO
REVIEW OF RELATED LITERATURE
INTRODUCTION
It seems fair to suggest that there is little evidenced-based material on the topic of assessment practices and inclusive settings in Botswana, and yet both play an important role in educational processes. Regardless of the intent, the ultimate goal of educational assessment is to provide an appropriate program and/or treatment plan for the student. According to Goodwin (1997), assessment and inclusion are naturally connected, and that equity in schooling relies on both. Since the government of Botswana advocates for the practices of an inclusive educational system, they must recognize that assessment is critical to the achievement of such inclusion. It is increasingly acknowledged both internationally and in Botswana, that assessment has a direct influence on teaching and learning, and that this power can be harnessed and directed towards positive outcomes. With the introduction of the Revised National Policy on Education RNPE (1994), Botswana has been presented with an opportunity to transform its assessment procedures in line with current educational policies that seek to modernize education. It is important that pupils with special needs derive maximum benefit from assessment to ensure maximum participation in school, and eventually society. In the situation of Botswana, some researchers (for example Okumbe & Malatsi, 2005) have observed that most students with special needs are progressing through school without proper assessment. Students who miss out on assessment are unable to access specific educational programs including modified classroom instruction, curriculum, tests and examinations. Learners with special needs can access these benefits only if they have been diagnostically assessed. Given the limited number of students who are assessed many students with special needs in Botswana struggle to succeed with specialized programs in schools (Okumbe & Malatsi, 2005). Given the apparent increase in the number of learners with special needs, primary school teachers are now more likely to encounter a child with disabilities in their classroom. The assessment of learners with special needs presents these teachers with opportunities to provide better classroom support and yet teachers face a huge challenge in getting such assessment information for a substantial number of their students. Currently, the one main assessment centre (Central Resource Centre (CRC) and a newly established minor centre are responsible for (and have referred) all assessments in the country.
CHAPTER THREE
RESEARCH METHODOLOGY
Research design
The researcher used descriptive research survey design in building up this project work the choice of this research design was considered appropriate because of its advantages of identifying attributes of a large population from a group of individuals. The design was suitable for the study as the study sought assessment of student challenges in an inclusive primary school in Lagos state
Sources of data collection
Data were collected from two main sources namely:
(i)Primary source and
(ii)Secondary source
Primary source:
These are materials of statistical investigation which were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire or as experiment; the researcher has adopted the questionnaire method for this study.
Secondary source:
These are data from textbook Journal handset etc. they arise as byproducts of the same other purposes. Example administration, various other unpublished works and write ups were also used.
CHAPTER FOUR
PRESENTATION ANALYSIS INTERPRETATION OF DATA
Introduction
Efforts will be made at this stage to present, analyze and interpret the data collected during the field survey. This presentation will be based on the responses from the completed questionnaires. The result of this exercise will be summarized in tabular forms for easy references and analysis. It will also show answers to questions relating to the research questions for this research study. The researcher employed simple percentage in the analysis.
DATA ANALYSIS
The data collected from the respondents were analyzed in tabular form with simple percentage for easy understanding.
A total of 133(one hundred and thirty three) questionnaires were distributed and 133 questionnaires were returned.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain Assessment of student challenges in an inclusive primary school in Lagos state
In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of student challenges in an inclusive primary school in Lagos state
Summary
This study was on assessment of student challenges in an inclusive primary school in Lagos state. Four objectives were raised which included: To examine the problems faced by teachers in inclusive education, to study the barriers to inclusion in primary school, to obtain suggestions from the headmasters, teachers to enhance the effectiveness of inclusive education and efficiency of teachers and to ascertain the challenges of inclusion in primary school. In line with these objectives, two research hypotheses were formulated and two null hypotheses were posited. The total population for the study is 200 staff of selected primary in Ikeja, Lagos state. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made up headmasters, headmistresses, senior staff and junior staff were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Conclusion
Effective implementation of inclusive education at the basic education level for national development is dependent upon adequate provision of the necessary infrastructure, funds, and qualified personnel. It has been anticipated that the policy will be able to lead to more positive outcomes when compared to the ones previously implemented if all hands are put on deck. Under this scheme or policy, all the tiers of government have been obliged by a mandate to provide free access to education for all the citizens of Nigeria. Students are required to attend compulsory nine (9) years in primary education and junior secondary education, in which the former should be completed for a period of 6 years while the latter should be completed in a period of three (3) years. It is pertinent to note that without the various determinants mentioned in this work, effective implementation of inclusive education at the basic education will be in futility. There is need for provision of relevant information for planning, infrastructural facilities to cater for the special needs Children, provision of qualified personnel at the basic level in terms of special teachers’ interpreters and adequate funding.
Recommendation
Adequate infrastructure and facilities should be provided even to the very grassroots by the government to ensure coverage.
Only qualified and skilled teachers should be recruited by the government. A special directorate of inclusive education should be created in federal and state ministries of education charged with the responsibilities of planning, strategizing, implementing, and monitoring of inclusive education activities in Nigerian schools by the federal government. Initial training and retraining of general and special education teachers to partake in the principles and practices of inclusive education should be put in place by the government prior to their utilization
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