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

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

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.

References

  • Ainscow M, Booth T, & Dyson, D. (2004). Understanding and developing inclusive practices in schools: a collaborative action research network. Int. J. Inclusive Educ., 8(2): 125-139. Avramidis, E. & Norwich, B. (2002). Teachers' attitudes towards integration / inclusion: a review of the literature. European Journal of Special Needs Education, 17(2), 129-147. Ayantoye, C. & Luckner, J. L. (2016). Successful students who are deaf or hard of hearing and culturally and/or linguistically diverse in inclusive settings. American Annals of the Deaf, 160(5), 453-466. Belapurkar, A. M. & Phatak, S. V. (2012). Knowledge and attitude about Inclusive Education of school teachers: A study. Scholarly Research Journal for Interdisciplinary Studies. 85, 1237-1241. dOI:10.1016/j.sbspro.2013.06.736 Berndsen, M., & Luckner, J. (2012). Supporting Students Who Are Deaf or Hard of Hearing in General Education Classrooms: A Washington State Case Study. Communication Disorders Quarterly, 33(2), 111-118. doi:10.1177/1525740110384398 Bhatnagar, N., & Das, A. (2013). Attitudes of secondary school teachers towards inclusive education in New Delhi, India. Journal of Research in Special Educational Needs.http://www.researchgate.net/publication/235362271 Costello, S., Boyle, C. (2013). Pre-service Secondary Teachers’ Attitudes towards Inclusive Education. Australian Journal of Teacher Education, 38 (4). Cross, L., Salazar, M. J., Dopson-Campuzano, N., & Batchelder, H. W. (2009). Best Practices and Considerations: Including Young Children with Disabilities in Early Childhood Settings. Focus On Exceptional Children, 41(8), 1-8. Das, A., Kuyuni, A. and Desai, I. (2013) Inclusive education in India: Are the teachers prepared? International Journal of Special Education, 28, No: 1 deBettencourt, L. U. (1999). General educator’s attitudes toward students with mild disabilities and their use of instructional strategies: Implications for training. Remedial and Special Education, 20, 27-35. doi:10.1177/074193259902000104 Department for Education and Employment (DfEE) (1997) Standards for the award of qualified teacher status (Annex A to DfEE Circular Letter 1/97). London: DfEE. Eriks-Brophy, A. & Whittingham, J. (2013). Teachers' perceptions of the inclusion of children with hearing loss in general education settings. American Annals of the Deaf, 158(1), 63-97 Forlin, C. (2006). Inclusive Education in Australia ten years after Salamanca. European Journal of Psychology of Education - EJPE (Instituto Superior De Psicologia Aplicada), 21(3), 265-277. Florian L (2008) Special or inclusive education: future trends. British J. Special Educ., 35 (4), 202-208 Friend, M., & Pope, K. L. (2005). Creating schools in which all students can succeed. Kappa Delta Pi Record, 41(2), 56-61. doi: 200500105886003 Gafoor, K.A., & Asaraf, M.P. (2009). Inclusive education: Proceedings of the International conference on education, research, and innovation for inclusive societies. Andra: Kuppam Jelas, Z.M. (2000). Perceptions of Inclusive practices. The Malaysian perspective Educational Review, 52(2), 187-196. Kadzera, C.M. (2006). Use of instructional technologies in teacher training colleges in Malawi. Doctoral Dissertation, Virginia Polytechnic Institute and State University. Isah, M. S. (2014). Inclusive education in Nigeria: The way forward. National Journal of Inclusive Education, 2(1), 35-39. Okorosate-Orubite & Yusuf, A. (2010). Inclusive Education in Nigeria: Lessons from the United States of America (USA). Retrieved 10 June, 2018 from https://www.academia.edu/12808857/inclusive_education_in_nigeria_lessons_from_the_united_states_of_america_usa_ Peterson, K. (2011). A Qualitative Study of Instructional Strategies Used by Elementary General Education Teachers in Inclusive Classrooms. http://scholarworks.wmich.edu/dissertations/448 McFarlane, K. & Wolfson, L. M. (2013). ‘Teacher attitudes and behavior toward the inclusion of children with social, emotional and behavioral difficulties in mainstream schools: an application of the theory of planned behavior.’ Teaching and Teacher Education, 29,46–52. Mitchell D (2005) Introduction; sixteen propositions on the contexts of inclusive education. In D. Mitchell (Ed.). Contextualizing inclusive education evaluating old and new international perspectives. London: Routledge, pp. 230¬252. Maheshwari, P and Shapurkar, M. (2015). Awareness and Attitudes of Primary Grade Teachers (1-4thGrade) towards Inclusive Education. International Journal of Educational and Pedagogical Sciences, 9(11), 3959-3964. Reiff, H. B., Evans, E. D., & Cass, M. (1991). Special education requirements for general education certification: A national survey of current practices. Remedial and Special Education, 12(5), 56-60. doi: 10.1177/074193259101200508 Scruggs, T. & Mastropieri, M. (2000). The inclusive classroom: Strategies for effective instruction. Columbus, OH: Merrill. Simpson, R. & Myles, B. (1990). The general education collaboration model: A model for successful mainstreaming. Focus on Exceptional Children, 23, 1-10. Singh, J. D. (2016). Inclusive education in India – concept, need and challenges. Scholarly Research Journal for Humanity Science & English Language, 3, 3222-3232. UNICEF (2007). Promoting the Rights of Children with Disabilities. Innocenti Research Centre. Retrieved from http://www.unicef-irc.org/publications/pdf/digest13-disability.pdf
Year 2018, Volume: 11 , 20 - 29, 01.12.2018

Abstract

References

  • Ainscow M, Booth T, & Dyson, D. (2004). Understanding and developing inclusive practices in schools: a collaborative action research network. Int. J. Inclusive Educ., 8(2): 125-139. Avramidis, E. & Norwich, B. (2002). Teachers' attitudes towards integration / inclusion: a review of the literature. European Journal of Special Needs Education, 17(2), 129-147. Ayantoye, C. & Luckner, J. L. (2016). Successful students who are deaf or hard of hearing and culturally and/or linguistically diverse in inclusive settings. American Annals of the Deaf, 160(5), 453-466. Belapurkar, A. M. & Phatak, S. V. (2012). Knowledge and attitude about Inclusive Education of school teachers: A study. Scholarly Research Journal for Interdisciplinary Studies. 85, 1237-1241. dOI:10.1016/j.sbspro.2013.06.736 Berndsen, M., & Luckner, J. (2012). Supporting Students Who Are Deaf or Hard of Hearing in General Education Classrooms: A Washington State Case Study. Communication Disorders Quarterly, 33(2), 111-118. doi:10.1177/1525740110384398 Bhatnagar, N., & Das, A. (2013). Attitudes of secondary school teachers towards inclusive education in New Delhi, India. Journal of Research in Special Educational Needs.http://www.researchgate.net/publication/235362271 Costello, S., Boyle, C. (2013). Pre-service Secondary Teachers’ Attitudes towards Inclusive Education. Australian Journal of Teacher Education, 38 (4). Cross, L., Salazar, M. J., Dopson-Campuzano, N., & Batchelder, H. W. (2009). Best Practices and Considerations: Including Young Children with Disabilities in Early Childhood Settings. Focus On Exceptional Children, 41(8), 1-8. Das, A., Kuyuni, A. and Desai, I. (2013) Inclusive education in India: Are the teachers prepared? International Journal of Special Education, 28, No: 1 deBettencourt, L. U. (1999). General educator’s attitudes toward students with mild disabilities and their use of instructional strategies: Implications for training. Remedial and Special Education, 20, 27-35. doi:10.1177/074193259902000104 Department for Education and Employment (DfEE) (1997) Standards for the award of qualified teacher status (Annex A to DfEE Circular Letter 1/97). London: DfEE. Eriks-Brophy, A. & Whittingham, J. (2013). Teachers' perceptions of the inclusion of children with hearing loss in general education settings. American Annals of the Deaf, 158(1), 63-97 Forlin, C. (2006). Inclusive Education in Australia ten years after Salamanca. European Journal of Psychology of Education - EJPE (Instituto Superior De Psicologia Aplicada), 21(3), 265-277. Florian L (2008) Special or inclusive education: future trends. British J. Special Educ., 35 (4), 202-208 Friend, M., & Pope, K. L. (2005). Creating schools in which all students can succeed. Kappa Delta Pi Record, 41(2), 56-61. doi: 200500105886003 Gafoor, K.A., & Asaraf, M.P. (2009). Inclusive education: Proceedings of the International conference on education, research, and innovation for inclusive societies. Andra: Kuppam Jelas, Z.M. (2000). Perceptions of Inclusive practices. The Malaysian perspective Educational Review, 52(2), 187-196. Kadzera, C.M. (2006). Use of instructional technologies in teacher training colleges in Malawi. Doctoral Dissertation, Virginia Polytechnic Institute and State University. Isah, M. S. (2014). Inclusive education in Nigeria: The way forward. National Journal of Inclusive Education, 2(1), 35-39. Okorosate-Orubite & Yusuf, A. (2010). Inclusive Education in Nigeria: Lessons from the United States of America (USA). Retrieved 10 June, 2018 from https://www.academia.edu/12808857/inclusive_education_in_nigeria_lessons_from_the_united_states_of_america_usa_ Peterson, K. (2011). A Qualitative Study of Instructional Strategies Used by Elementary General Education Teachers in Inclusive Classrooms. http://scholarworks.wmich.edu/dissertations/448 McFarlane, K. & Wolfson, L. M. (2013). ‘Teacher attitudes and behavior toward the inclusion of children with social, emotional and behavioral difficulties in mainstream schools: an application of the theory of planned behavior.’ Teaching and Teacher Education, 29,46–52. Mitchell D (2005) Introduction; sixteen propositions on the contexts of inclusive education. In D. Mitchell (Ed.). Contextualizing inclusive education evaluating old and new international perspectives. London: Routledge, pp. 230¬252. Maheshwari, P and Shapurkar, M. (2015). Awareness and Attitudes of Primary Grade Teachers (1-4thGrade) towards Inclusive Education. International Journal of Educational and Pedagogical Sciences, 9(11), 3959-3964. Reiff, H. B., Evans, E. D., & Cass, M. (1991). Special education requirements for general education certification: A national survey of current practices. Remedial and Special Education, 12(5), 56-60. doi: 10.1177/074193259101200508 Scruggs, T. & Mastropieri, M. (2000). The inclusive classroom: Strategies for effective instruction. Columbus, OH: Merrill. Simpson, R. & Myles, B. (1990). The general education collaboration model: A model for successful mainstreaming. Focus on Exceptional Children, 23, 1-10. Singh, J. D. (2016). Inclusive education in India – concept, need and challenges. Scholarly Research Journal for Humanity Science & English Language, 3, 3222-3232. UNICEF (2007). Promoting the Rights of Children with Disabilities. Innocenti Research Centre. Retrieved from http://www.unicef-irc.org/publications/pdf/digest13-disability.pdf
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Details

Primary Language English
Journal Section Articles
Authors

Adedeji Tella This is me

Publication Date December 1, 2018
Published in Issue Year 2018 Volume: 11

Cite

APA Tella, A. (2018). Mathematics Teachers’ Usage of Inclusive Instructional Activities in Some Special Schools in Ibadan, Oyo State. The Eurasia Proceedings of Educational and Social Sciences, 11, 20-29.