IIARD International Institute of Academic Research and Development

International Journal of Education and Evaluation (IJEE )

E-ISSN 2489-0073
P-ISSN 2695-1940
VOL. 10 NO. 2 2024
DOI: 10.56201/ijee.v10.no2.2024.pg464.475

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Planning For Inclusive Education in Confronting Poverty and Insecurity in Public Schools in Edo State

Oseagwina Sunday Ogboe

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Abstract

This paper investigates the critical issue of planning for inclusive education as a strategy to confront poverty and insecurity in public schools in Edo State, Nigeria. It highlights the interconnectedness of poverty and insecurity and their adverse effects on educational access and quality. The research employs a mixed-methods approach, combining quantitative and qualitative data from stakeholders including educators, parents, and community leaders. Findings reveal that effective inclusive education planning necessitates a comprehensive understanding of the unique challenges faced by diverse learners. The paper emphasizes the need for educational planners to conduct thorough needs assessments, engage communities, and provide adequate resources to support inclusive practices. Furthermore, the research identifies key roles for teachers, including the necessity for professional development to enhance their capacity for addressing the diverse needs of students. Through community partnerships and the implementation of psychosocial support services, schools can create safe and supportive environments conducive to learning. The paper concludes with practical suggestions aimed at improving inclusive education planning, thereby fostering resilience among students in the face of poverty and insecurity. This research contributes to the existing literature by offering insights into effective strategies that promote inclusivity in challenging educational contexts, ultimately aiming to enhance the educational experiences and outcomes for all students.

keywords:

Inclusive Education, Poverty, Insecurity, Educational Planning and Community

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