Mathematics Teachers' Usage of Inclusive Instructional Activities in Some Special Schools in Ibadan, Oyo State

Year 2018, Volume: 11 , 20 - 29, 01.12.2018

Adedeji Tella

Abstract

Inclusive Education (IE) is a new approach towards educating
the students with disability and learning difficulties with that of normal ones
within the same classroom. It brings all students together in one classroom and
community, regardless of their strengths or weaknesses in any area, and seeks
to maximise the potential of all students. It is one of the most effective ways
in which to promote an inclusive and tolerant society. It is known that 73
million children of primary school age were out of school in 2010, down from a
high of over 110 million out-of-school children in the mid-1990s, according to
new estimates by the UNESCO Institute for Statistics (UIS). This study,
therefore, was carried out to investigate the level and extent of mathematics
teacher usage of inclusive instructional activities in their teaching delivery
in some special schools in Ibadan, Oyo state. The objective of which to cater
for students with special educational needs. The respondents were 11
mathematics teachers from four purposive selected junior secondary schools
co-habitating students with and without special educational needs. The results
reveal that mathematics teachers do not use inclusive instructional activities.
The extent, awareness and level of usage was low. The study, therefore,
recommends among others that mathematics teachers should be trained to use
inclusive instructional activities that incorporate the inclusion of students
in special schools.

Keywords

Mathematics Teachers' Usage of Inclusive Instructional Activities in Some Special Schools in Ibadan

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