You have no items in your shopping cart.
ABSTRACT
This study examines the impact of inclusive education programmes for children with special needs in oredo local government area of Edo State. The study adopted the descriptive survey design and was guided by five research questions. A total of five hundred (500) learners drawn from three major literacy centres and three normal schools which includes Pioneer Educational Centre, New Benin, Pioneer Educational Centre, Ekenhuan, Panacea Adult School, university of Benin, Gifted hands group of schools and Benin Comprehensive High school. The instrument for data collection was a self-designed structured questionnaire divided into two sections. Section A which focuses on the demographic or personal data of the respondent under study such as age, sex, occupation, marital status, religion among others while section B comprises of information which borders on the problem of this research. About twenty (20) items were used to address the objectives of the study and the items on the research instrument were designed in a modified Four-Point Likert Scale format of SA Strongly Agreed, A Agreed, SD Strongly Disagreed, D Disagreed. The Simple percentage and frequency distribution was used to analyze data related to the research questions. The results showed that inclusive education programmes have the potential to enhance the academic success of children with special needs. This suggests that there is a widespread belief among respondents that inclusion in educational settings can positively influence the academic outcomes of students with special needs. However, the results also revealed that inclusive education programmes play a significant role in fostering greater self-esteem among learners with special needs. This suggests that respondents believe that inclusion in educational settings can have a positive impact on the selfesteem and confidence of students with special needs, potentially leading to improved overall well-being and academic performance.
