Inclusive education and exceptionality: challenges facing the effective implementation of inclusive programme in Nigeria and counselling implications

Abstract

This paper highlighted the concept of ‘exceptionality’ and inclusive education and discussed the history of inclusive education in global perspective. It also explained the challenges facing the practicability of inclusive education in Nigeria. This bordered on lack of awareness and lack of teaching and learning facilities. It requires the attention of the stakeholders such as government, special educators and parents of exceptional children. The paper went further to highlight the counselling implications in terms of need for professional counsellors and psychotherapists who are to address the challenges confronting the inclusive education programme in Nigeria. These challenges includes: identification and census taking (head count) of persons with disability by census officials; enrolment of exceptional children in the inclusive education classes; involvement of psychotherapist and medical personnel, special educators and social worker in the enrolment exercise; the enlightenment and sensitization of parents, community leaders and the public; and the involvement of professional counsellors and social worker in the sensitization exercise. This paper posits that if the above suggestions are addressed, the implementation and practicability of inclusive education will eventually materialize and can become functional in Nigeria. Thus, the solution to Education for All (EFA). It was recommended Modern teaching and learning materials should be adequately provided to make education very effective in the inclusive education. More special educators, counsellors and medical personal should be recruit into the new inclusive so as to cater for the population of children.