Abstract
This study examined the influence of TVET teachers' competency required for effective implementation of inclusive education in Adamawa State, Nigeria. Five teachers' competence variables–methodological competence, motivational competence, material utilization competence, instructional process competence and teaching evaluation competence were studied. A case study was used in five secondary schools involving 20 technical and vocational education and training teachers. A period of six month was used for data collection in North East Nigeria. The study employed observation, interviews and document analysis as methods of data collection. The observation method was conducted three times in the classrooms. Two sets of interview questions were set up and used in four different sessions. The findings of the study showed that TVET teachers' motivational competence, methodological competence and evaluation competence had a high influence on the implementation of inclusive education curriculum. Based on the results, the research proposes recruiting more competent TVET teachers, adopting efficient teacher material utilization techniques and instructional process competence for TVET teachers to promote efficient application of inclusive education curriculum. In addition, further study is suggested in other parts of the country on a wider geographical area or a replication of this studies.
Highlights
Teaching disabled students in inclusive schools can be very hard for technical and vocational education and training (TVET) teachers as both disabled and non-disabled students learn together in the same school
This study examines on the competencies of TVET teacher in teaching inclusive schools
In order to successfully integrate inclusive education, it is essential to enhance teacher quality in relation to the skills needed in teaching methods, students’ motivation, instructional process, material utilization and teaching evaluation
Summary
Teaching disabled students in inclusive schools can be very hard for technical and vocational education and training (TVET) teachers as both disabled and non-disabled students learn together in the same school. The inclusive education program will have a beneficial effect on the community understanding of education for students with disabilities with more preparing and skilled teachers [3]. Successful inclusive education program relies on the competency of teachers to work in the classroom with disabled students. The teacher should have a fresh paradigm in teaching abilities in terms of inclusive education in school, an ability to acknowledge the private and social importance of students with disabilities and take responsibility for the quality of the learning process. TVET teachers needed more competencies and skills in understanding learners with disabilities, the attitude and conduct that strongly affect the learning to successfully implement the inclusive program in schools. In order to accomplish the teaching process in the inclusive classroom, teachers need to think about the significant skills and competencies to be prepared for them. The Nigerian government commits schools and teachers directly to develop individual curricula for SNE students
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