Chapter One: Introduction
Inclusive education suggests and implies that every child, youth and adult irrespective of sex, race and any other distinguishing factor is entitled to education (Okeke, 2008). Inclusion is a new way of thinking about specialised education. The shift from special education to inclusive education signals a dramatic philosophical change. Inclusion is a belief in the inherent right of all persons to participate meaningfully in society. Inclusive education implies acceptance of differences and making room for persons who would otherwise be excluded. This practice of educating children who have disabilities together with their non-disabled peers means creating learning communities that appreciate and respond to the diverse need of its members (Eskay, 2009).
Since the launching of the first National Policy on Education (1977), there has been a plethora of activities aimed at improving special education services for children, including: the establishment of additional residential primary schools for children with disabilities in most states of the federation, the increased attendance of students with disabilities in secondary and higher institutions, and the preparation of special education teachers in select tertiary institutions in the country. There has also been a rise in the number of advocacy organizations of and for people with disabilities. These initiatives have however been met with mixed outcomes, with dually-trained special educators (i.e. those holding certification in an area of special education and a subject-matter discipline such as Biology) not properly deployed to work with students with disabilities. Other persistent problems over the years include: lack of up-to-date teaching devices, and organizational and leadership crises that have militated against reform of the special education sector.
Interestingly enough, Section 7 of the revised National Policy on Education (2008) explicitly recognizes that children and youth with special needs shall be provided with inclusive education services. The commitment is made to equalize educational opportunities for all children, irrespective of their physical, sensory, mental, psychological or emotional disabilities. Undoubtedly, these are lofty goals intended to improve the quality of inclusion education services, but much more is needed to translate the goals into concrete action especially in the rural areas.
Chapter Two: Literature Review
Chapter two focuses on the literature review; and examines if Biology teachers’ biographical factors (gender, teaching experience and phase of the school) have any influence on their knowledge about inclusive education and a student with special educational needs.
Chapter Three: Research Methodology
This chapter presents the research methodology employed in this study. It entails or deals on the methods and procedure employed by the researcher in collecting data. Chi Square was will be used for data analysis.
Chapter Four: Data Analysis
In this chapter, the researcher analyses the data collected for the researcher work and interprets it according to the research questions formulated in chapter one.
Chapter Five: Summary, Conclusion and Recommendations
Summary and conclusions are to be drawn from the research literature, research findings and data analysis. Recommendations were also made in chapter five
1.1 Background to the Study
1.2 Statement of the Study
1.3 Purpose of the Study
1.4 Research Question
1.5 Research Hypotheses
1.6 Significance of the Study
1.7 Scope of the Study
1.8 Operational Definition of Terms
2.1 Theoretical Framework
2.2. Concept of Inclusive education
2.3 Development of Inclusive Education in Nigeria
2.4 Biology Teachers’ Attitude towards Inclusive Education
2.5 Inclusive Education for Teaching Biology in Rural Areas
2.6 Challenges to Inclusive Education in Nigeria
3.1 Research Design
3.2 Population of the Study
3.3 Sample and Sampling Procedure
3.4 Instrument of Data Collection
3.5 Procedure of Administration
3.6 Method of Data Analysis
4.2 Analysis of Research Hypotheses
4.3 Discussion of Findings
SUMMARY, CONCLUSION AND RECOMMENDATION
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