Challenges facing effective implementation of inclusive education and exceptionality programme in Nigeria: Implication for counselling

Abstract

This paper studied opinion of special educators on challenges of inclusive education in Niger State. It also adopted some counselling skills, strategies and techniques to address areas of constraints in the finding. Two hundred subjects were randomly selected which includes 120 males and 80 females among special need teachers from schools in Minna. Two hypotheses were formulated. Descriptive survey research design was employed for the study. The statistical tools used were t-test and Pearson Product Moment Correlation Coefficient at 0.05 level of significance. The reliability coefficient index was 0.89. A researcher-designed instrument coined “Opinion of Special Educators on Challenges of Inclusive Education” (OSECIE) was used. Result showed that special educators’ opinion on the challenges of inclusive education among other things include: inappropriate architectural designs of school buildings for special needs; not all children with or without disabilities are enrolled in schools; accommodation cannot meet up with population of available children; teaching and learning materials are not adequate; employment opportunities are not opened for physically challenged graduates. On the part of teachers, there is shortage of trained special educators; salaries are delayed and no incentive are not provided. On the part of government, no enough fund for facilities was provided and lack of enough counsellors to adopt awareness campaign strategies. The two null hypotheses based on gender and religion were accepted. The study therefore adopted some counselling techniques such as the use of media, and P.T.A. forum for advocacy campaign, orientation, group counselling, community – based counselling, pastoral appeals to government in order to remediate the above constraints which are impeding effective implementation of inclusive education. Conclusion and recommendations were proffered to re-direct the stakeholders so that special need children would be able to exercise their rights in education, to prepare them for entrepreneurial and self-sustenance education and contribute to national development.