Curriculum Delivery Methods and Inclusive Education in Nigeria

Dr Oyadonghan; Tupele-ebi Enai; Dr Ifiezibe Benneth

doi:10.56201/ijrcp.vol.10.no1.2025.pg110.120

📄 Download Paper

Curriculum Delivery Methods and Inclusive Education in Nigeria

Dr Oyadonghan, Tupele-ebi Enai & Dr Ifiezibe Benneth

Abstract

Inclusive education aims to provide equitable learning opportunities for all students, regardless of their abilities or disabilities. In Nigeria, the preparation of teachers to effectively implement inclusive education is critical. This study evaluates the effectiveness of curriculum delivery methods in Nigerian teacher education institutions concerning inclusive education. Utilizing a mixed-methods approach, data were collected from 420 participants, including pre- service teachers and teacher educators across six public institutions. Findings indicate a predominance of theoretical, lecture-based teaching methods, with limited practical engagement. Challenges identified include large class sizes, inadequate instructional materials, and insufficient specialized training for educators. Recommendations include diversifying teaching methods, incorporating practicum-based learning, and enhancing capacity-building initiatives for teacher educators.

Keywords

Inclusive EducationTeacher PreparationCurriculum DeliveryNigeriaTeacher Education

References

Abidi, M. T. (2021), Observations of Children with Learning Disabilities in General Education Classrooms. International Journal of Knowledge and Learning, 18(3), pg.124, https://doi.org/10.1054/ijkl.2021.095955. Adelana, K. Y. (2024), Creating a Warm and Inclusive Classroom Environment: Planning for All Children to Feel. Ilorin: TESA Printing Enterprises Akuapum, O. R. (2923), Teachers’ Attitudes Towards the Inclusion of Students with Challenges. Accra, Ghana: Liforte Educational Books. Bechman, L. F. (2021), Teacher Education for Inclusive Education. Oxford: Oxford University Press. Eke, M. O. (2017). Teacher education and inclusive education in Nigeria: Challenges and prospects. *Nigerian Journal of Educational Foundations*, 10(2), 44–56. Florian, L., & Black-Hawkins, K. (2011). Exploring inclusive pedagogy. *British Educational Research Journal*, 37(5), 813–828. https://doi.org/10.1080/01411926.2010.501096 Forlin, C. (2010). Teacher education for inclusion: Changing paradigms and innovative approaches. *Routledge*. Hallahan, D. P., Lloyd, J. W., Kauffiman, J. M., Weiss, M. P., AND Martinez, G. A. (2005), Learning Disabilities, 3rd Ed.Boston: Allyn & Bacon. Heiss, S. A. (2022), Educating Students with Learning Disabilities in Inclusive Classrooms.Washington, D. C; The Falmer Press. Ibitoye, A. A. (2020), Inclusion Education in Developing Countries. Columbus, Oh: Cedar Press. Nworgu, B. G. (2015). *Educational research: Basic issues and methodology* (3rd ed.). University Trust Publishers. Nwosu, B. O., & Ugwoke, S. C. (2020). Curriculum delivery in teacher education for inclusive classrooms in Nigeria: An evaluation. *Journal of Curriculum and Instruction*, 14(1), 77–89. Obi, F. B., & Obumneke, N. O. (2020). Evaluating the curriculum of teacher education for inclusive education in Nigeria. *International Journal of Educational Research and Development*, 6(3), 112–126. Omede, A. A., & Momoh, S. O. (2016). Challenges of inclusive education in Nigeria and the way forward. *Journal of Education and Practice*, 7(30), 168–173. Onajide, G. O. (2024), Making Schools More Inclusive.Journal of Resourcefullness and Distinction,.19(1), 2024. Pratt, D. O. (2023), Literacy before and After Inclusion in General EducationSettings: A Case Study. Forth Worth: Harcourt Brace College Publishers. Samuel, M. F. (2024), Peer Acceptance of Students with and without Inclusion Experience towards Students with Special Needs in Unisex Schools in Enugu State. Enugu: CijapPress and Publication.

Curriculum Delivery Methods and Inclusive Education in Nigeria

Abstract

Keywords

References

More Articles from INTERNATIONAL JOURNAL OF RELIGIOUS AND CULTURAL PRACTICE