Gradual Release of Responsibility as a Tool for Effective
Curriculum Delivery for Better Education Service in an
Inclusive Setting in Secondary Schools in Bauchi State

Iliyasu Umar Azare Muhammad Kawu Gabi Nasiru Gambo

doi:https://doi.org/10.56201/ijee.v8.no4.2022.pg31.39

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Gradual Release of Responsibility as a Tool for Effective Curriculum Delivery for Better Education Service in an Inclusive Setting in Secondary Schools in Bauchi State

Iliyasu Umar Azare Muhammad Kawu Gabi Nasiru Gambo

Abstract

This paper examines the use of gradual release of responsibility for effective curriculum delivery in an inclusive setting for better education service delivery in secondary schools in Bauchi state. It emphasizes the application and utilization of components of the gradual release of responsibility model in teaching and learning in an inclusive education. The paper also looks into Teaching strategies in form of gradual release of responsibility with strong vertical alignment and purposeful instruction, which pave way for the removal of the barrier that exist between the normal and special students in term of their performance in academia, gradual release of responsibility serves as a means for addressing such challenges, thereby allowing students in an inclusive education setting learn easily. The paper, however, laments that with vertical alignment of content and learning experience through Continuity and Sequence, students who ?nd literacy and numeracy tasks dif?cult can learn and perform better, thereby concretizing their understanding as well as compete with normal students. The paper then suggests that Curriculum planners should make strong position in adopting strong vertical curriculum alignment and purposeful instruction (Gradual Release of Responsibility) in planning curriculum for inclusive education.

Keywords

Gradual release of responsibilitycurriculum deliveryeducationinclusive setting

References

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Gradual Release of Responsibility as a Tool for Effective Curriculum Delivery for Better Education Service in an Inclusive Setting in Secondary Schools in Bauchi State

Abstract

Keywords

References

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