ABSTRACT
According to Nigeria National Special Needs Education Policy Framework, inclusive education is expected to enable learners with special needs attain higher achievement of individualized educational plan goals. This is due to greater access to general education curriculum, enhanced skill acquisition, better preparation for community living, language development, and improved self-esteem. However, without full participation of LSN in school, the fore mentioned goals cannot be realized. The purpose of the study was to investigate the influence of factors on learners with special needs participation in school in Sagamu LGA, Ogun State. The study objectives were to examine the influence of school learning environment, establish the influence of teachers’ attitude and to assess the influence of support services on LSN participation in school in Sagamu LGA, Ogun State. The study was anchored on Functional theory of Attitudes by Dean and Katz and Bioecological Systems theory by Urie Bronfenbrenner. The study adopted descriptive survey design. The study population was 23 head teachers, 23 senior teachers and 26 special needs education teachers from 23 public primary schools in Sagamu LGA. Through census sampling technique, 23 head teachers and 23 senior teachers were sampled, while by simple random sampling 23 special needs education teachers were sampled. Teachers’ questionnaire and the head teachers’ interview schedule were used to collect the data. Content and construct validity were ascertained through scrutiny by a panel of university lecturers. Using the split half technique, teachers’ questionnaire was found to have a reliability coefficient of 0.78. Both descriptive and inferential statistics were used to analyze the data. Most of the schools learning environment was found to be unsupportive to learners with special needs participation in school. Most of the teachers were found to have positive attitude towards learners with special needs. In almost all schools the support services such as psychotherapy were erratic. The formulated three null hypotheses were analyzed using multiple regression analysis. The school learning environment had the most significant relative contribution to the prediction of LSN participation in school (β = 0.486, p < 0.05) followed by the availability of LSN support services (β = 0.414, p < 0.05) while the teachers’ attitude towards LSN had the least and insignificant influence (β = 0.208, p = 0.142). The study recommended that, the Ministry of education through the school Management Committee, the NGOs and other development partners should form a special group to specifically solicit funds to enable adaptation of physical and teaching resources. Further, the head teachers through the SMC should seek ways of partnering with various professionals and cooperate bodies in order to secure support services such as physiotherapy and psychotherapy at low or no cost.
CHAPTER ONE
INTRODUCTION AND BACKGROUND OF THE STUDY
1.1 Introduction
This chapter provides the background of the study. The chapter also contains statement of the problem, purpose of the study, objectives, hypotheses, significance, scope, delimitations, limitations and assumptions of the study. The chapter closes with a focus on the study theoretical framework and conceptual framework.
1.2 Background of the Study
World Bank’s research findings show that, while persons with special needs constitute 10% of the world’s population, they make up 20% of the world poor, with higher illiteracy rates (Groce & Trani, 2009). These statistics impy that education for this section of population cannot be ignored. A key component of special educational policy in many countries is the movement towards inclusive education (Gross, 2016). The impetus in the direction of inclusive education was created by the concern that the rights of children with disabilities are contravened by segregating them from the curriculum and practices of regular education (Walsh, 2018).
Educating learners with special needs (LSN) in segregated schools was found to exacerbate stigmatization, low transition to higher levels of education and discrimination in job placement. The Salamanca statement and framework for action on special needs education (UNESCO, 1994) was a milestone towards inclusive education. The Salamanca Statement declares that all children, including children with disabilities, have the right to express their wishes with respect to education, and must have the opportunity to be educated in regular schools. The Salamanca statement further emhasizes that regular schools with inclusive orientation are the most effective means of combating discrimination, creating welcoming communities, building an inclusive society and achieving education for all (UNESCO, 1994).
Inclusive Education (IE) is rooted in the belief that learners with special needs benefit most when given the opportunity to learn alongside of their nondisabled peers in age appropriate classrooms (Graziano & Navarre, 2012). According to Greene (2017), IE brings about increased access to the core curriculum, improved communication skills, increased time on task, increased literacy skills, improved friendships, and more academic gains to LSN. In addition, the IE classroom also contributes to the social development of students without disabilities. Cassady (2011) argues that, since the learners in an inclusive setting is to some extent a reflection of the population in the outside world, learners without disabilities develop awareness and understanding of disabled segment of the population as it exists in the outside world. In other words, the inclusion setting enables the nondisabled learners to develop vital dispositions and social skills to interact with the segment of the population with special needs as a responsible and productive members of society (Heyne, Wilkins, & Anderson, 2012). In cognizance of the crucial benefits pupils with disabilities get in unrestricted mainstream education, the USA government enacted the Individuals with Disabilities Education Act (IDEA) in 2004. IDEA Act (2004) advocates the need to educate students with disabilities in mainstream schools as much as possible (Hicks-Monroe, 2011). The Act further stipulates that, separate schooling, special classes, or any other form of seclusion of learners with disabilities should occur only when the severity of the disability such as downs syndrome cannot be sufficiently be accommodated in regular schools (Cook, Rao & Collins, 2017). However, Walsh (2018) observe that though the various enacted laws and legislations have been improving access to public education for students with disabilities, the meaningful participation of LSN has remained elusive in many countries.
The Nigeria Institute of Special Education (NISE) in conjunction with the Ministry of Education conducted a national survey on children with disabilities and special needs in education, between 2016 and 2017 (Kahongeh, 2018). The survey had several findings. It was found that 11 per cent of all learners in Nigeria have one or another form of disability. Unfortunately, the education system in Nigeria was found to be still ill-equipped to support learners with disabilities and special needs. The survey also found that the most common disabilities among learners in Nigeria, include visual impairment (3.1 %), physical disability (3 %), intellectual disability (2.5 %), hearing impairment (1.2 %), speech and language (0.9 %), and deafblind (0.2 %). The study pointed out that while a significant number of these children are enrolled in schools, the rate of school dropout was high due to lack of support services in most learning institutions.
Other factors that were found to jeopardize LSN learners were shortage of SNE teachers and lack of comprehensive policy framework to guide the implementation of special education. Additionally, the capitation for LSN was not disaggregated according to type and severity of disabilities (Kahongeh, 2018). In Nigeria, children with disabilities have basically three placement opportunities. Starting with the most restrictive, these placements include: special schools with and without residential/boarding facilities where only children with disabilities are being educated, special classrooms in regular school (integrated units) where children with disabilities are being educated separately but have opportunities to interact with nondisabled children, and inclusive classrooms where children with and without disabilities are being educated in the same classrooms. The special needs education is guided by the National Special Needs Education Policy Framework, developed in 2009 (Republic of Nigeria, 2009). This policy addresses some of the critical issues determining the delivery of quality and relevant education to learners with special needs. The document provides guidelines on personnel preparation for children with special needs (Chitiyo & Odongo, 2015; Republic of Nigeria, 2015). However, Muhombe, Rop, Ogola and Wesonga (2015) aver that the National Special Needs Education Policy Framework of 2009 lacks clear guidelines and support to the implementation of an all-inclusive education policy. Further, the policy cites challenges such as the acute shortage of SNE teachers and lack of supportive services such as guidance and counseling to LSN but offers no practical solutions.
Studies by Kimani (2018), Macharia (2018), Mutisya (2010), Obiero (2018) and Opere (2015) show that LSN in regular classes in Nigeria face many challenges that undermine their participation in school. Some of the challenges identified included the unsupportive role of parents; lack of adequate and relevant educational materials; and unfriendly school learning environment. As a result, most of LSN suffer from low self-esteem, get occasion depression and hardly finish their primary education (Muhombe et al., 2015).
According to the Ogun State schools census report of 2017, there has been a collaborative effort among parents, non-government organizations (NGOs), State government and the national government to improve LSN participation in school (MOE, 2017). This has been found necessary by the fact the enrollment of LSN has been increasing since the onset of free primary education and later free day secondary education accompanied by the government advocacy of inclusive education. The collaborative effort has led to marginal improvement in infrastructure sensitive to learners with disability, adaptive class resources and provision of voluntary psychosocial services from NGOs. Further, some schools committee managements have been organizing school based teachers’ capacity building in regard to teaching and handling LSN. The current study embarked on establishing the extent to which school learning environment, teachers’ attitude and provision of support services have influenced LSN participation in school in Sagamu LGA, Ogun State.
1.2 Statement of the Problem
The Government of Nigeria has expressed her commitment to the provision of quality education for all based on the understanding that education is a basic human right and an ingredient for socio-economic development (Republic of Nigeria, 2012). To increase access and participation, she has placed emphasis on inclusive education through regular schools for learners with special needs and disabilities as opposed to the practice of using special schools and special units attached to regular schools (Republic of Nigeria, 2012).
According to Nigeria National Special Needs Education Policy Framework (Republic of Nigeria, 2009), inclusive education is expected to enable LSN have more interaction with non-disabled peers who act as role models for social and behavioral skills. In addition, LSN are expected to get higher achievement of personal IEP goals due to greater access to general education curriculum and enhanced skill acquisition and generalization, get better preparation for community living, get language development, and gain self-esteem. On the other hand, learners without disabilities are expected to have increased acceptance of people's differences, and preparation for adult life in a diverse society. An improved academic performance is expected for both category of learners. However, without full participation of LSN in school, the fore mentioned goals cannot be realized.
According to Ogun State schools census report 2017 (MOE, 2017), Sagamu LGA had the highest prevalence of learners with special needs (an average of 40 per school) but where only a few were actively involved various curricula activities such as games, music and drama, and school leadership. Additionally, the State schools census report pointed to the fact that the few LSN who progressed to the final class eight hardly attained marks to enable them join secondary schools. If this trend is not addressed, the goal of enhancing LSN higher achievement of personal IEP goals due to greater access to general education curriculum, enhanced skill acquisition, better preparation for community living, language development, and enhancing self-esteem may not be attained. To this end, the current study set out to investigate the influence of school learning environment, teachers’ attitude and the availability of support services on participation of LSN at public primary schools in Sagamu LGA, Ogun State.
1.3 Purpose of the Study
The purpose of the study was to investigate the influence of factors on participation of learners with special needs at public primary schools in Sagamu LGA, Ogun State.
1.4 Objectives of the Study
The study was guided by the following objectives:
(a) To examine the influence of school learning environment on participation of LSN at school in Sagamu LGA, Ogun State.
(b)To establish the influence of teachers’ attitude on participation of LSN at school in Sagamu LGA, Ogun State.
(c) To assess the influence of support services on participation of LSN at school in Sagamu LGA, Ogun State.
1.5 The Study Hypotheses
The following null hypotheses were formulated and tested at 95% confidence level
Ho1: The school learning environment has no statistically significant influence on Participation of LSN in school at Sagamu LGA, Ogun State.
Ho2: Teachers’ attitude towards LSN learners has no statistically significant influence on participation of LSN at school in Sagamu LGA, Ogun State.
Ho3: Availability of LSN support services has no statistically significant influence on participation of LSN at school in Sagamu LGA, Ogun State.
1.6 Significance of the Study
Oso and Onen (2009) aver that significance of the study refers to the relevance of the study in terms of academic contributions and practical use that might be made of the findings. It shows how the research benefits or impacts others in part or whole. It also highlights the contributions of the research to other researchers, practitioners and policy makers. The findings on the extent to which the school learning environment, teachers’ attitudes and availability of support services influence LSN in school may be of great use to head teachers, teachers, quality assurance officers, parents and Ministry of Education as they plan to enhance inclusive education. Head teachers may also use the report to solicit funding for acquiring physical and teaching facilities which are appropriate for LSN use.
Based on the study findings, the quality assurance officers can advise the MOE on the capacity building of all teachers on special needs education. The acquired skills may enhance their self –efficacy in handling LSN, thus improving their participation in school. The study findings on influence of support services such as psychotherapy and guidance and counselling may guide the MOE on the professional services that are critical in an inclusive setting. The study findings will add information and literature in regard to LSN in regular schools.
1.7 Scope of the Study
The scope of the study captures the geographical and methodological boundaries within which the study will be operating (Marylin & Goes, 2013). The study was conducted in Sagamu LGA, Ogun Sub State, Ogun State. The study adopted descriptive survey research design and which aimed at establishing conditions or relationships that exist, practices that prevail, processes that are ongoing, attitudes that are held or trends that are developing without manipulating the dependent variables.
1.8 Delimitations of the Study
The delimitations of the study are the boundaries set by the researcher by conscious exclusionary and inclusionary decisions in regard to the subject of interest (Simon & Goes, 2014). Delimitations are within the researcher’s control. There are varied factors that can potentially influence LSN participation in school. These factors can broadly be classified as school based, home based and learner personal factors. The current study was confined to factors such as school learning environment, teachers’ attitude and availability of support services. The researcher considered these factors as the most crucial in determining the level of LSN participation in school, since most of the learning happens in school, the teacher being one of the key players.
1.9 Limitations of the Study
According to Kothari (2014), limitations are the inherent design or methodology parameters that can restrict the scope of the research findings and are outside the control of the researcher. Also according to Simon (2011), limitations describe issues and incidents that may crop up in an investigation that are beyond investigator’s control. They restrict extensity of an inquiry and may influence the final findings and conclusions. The researcher employed non experimental design (descriptive survey of cross-sectional type) and thus the cause and effect deductions could not be ascertained. In addition, since the data was collected at one point in time, the study variables such as provision of appropriate physical and teaching facilities for LSN, are liable to change with time. The other limitation arose from the fact that attitudes are a multifaceted concept that is hardly constant. Thus, validation of the data collection instrument notwithstanding, there remains a degree of uncertainty whether the intended attitude has been captured. As Duflo, Dupas and Kremer (2011) observed, affective measures can be falsified no matter how construed they are. However, the researcher mitigated the situation by assuring the respondents of anonymity and that the gathered information was meant for academic purposes only. Additionally, information source triangulation was accomplished by interviewing the head teachers who provided more insight on the same information.
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