THE ASSESSMENT OF THE EFFECTIVENESS OF INCLUSIVE EDUCATION FOR CHILDREN WITH SPECIAL NEEDS IN OREDO L.G.A

ABSTRACT

This study investigated the effectiveness of inclusive education for students with special needs in Oredo L.G.A. The study had three objectives. Four research questions were raised to guide the study, while three null hypothesis were formulated and tested. Descriptive survey design was used for the study consisting of forty (40) teachers drawn from inclusive secondary schools in Oredo Local Government Area, Benin City, Edo State. Self-designed four rating scale structured questionnaire was used for the data collection using face to face method. The instrument was validated by experts and the reliability of the Instrument was determined through the Cronbach Coefficient Alpha Formula. The result of the study reveal reliability 0.701. Data collected were analyzed using descriptive statistics for bio-data and answering research questions. Simple regression was employed in testing null hypothesis one, two and three. All null hypothesis were tested at 0.05 levels of significance. The study reveal among others that there are several implications for inclusive education in Oredo Local Government Area. First and foremost, the positive attitude of teachers is a good sign for the successful implementation of inclusive education. Teachers are pivotal in creating an inclusive classroom environment, and their positivity of implementation can foster a supportive and accommodating atmosphere for students with disabilities. Furthermore the study indicated that teachers generally have positive attitude towards the inclusion of students with special needs thereby promoting diversity and equality, enhancing learning and ix personal growth. It also suggests that there is no significant difference in teachers based on their age and it shows that teachers are generally open to including students with disabilities in mainstream classrooms. In Conclusion one of the recommendations was that substantial investments in the establishment and support of specialized schools, tailored to provide adept resources, facilities, and well-trained faculty should be provided. A policy framework fostering seamless transitions for students with special needs while embracing their active involvement in educational decision is integral. Promotion of special schools given the overall positive attitude of teachers, it is recommended that the government and relevant authorities should consider establishing more inclusive special schools for students with disabilities in Oredo LGA and potentially expand this initiative to other areas within Edo State.