Teachers’ use of inclusive education practices for learners with neuro-developmental disorders in Enugu State, Nigeria

Abstract

The inclusive educational framework adapts the environment and resources in response to the differing needs of all learners. Nigeria, like many countries around the world, has taken steps to improve education for persons with disabilities. With the growing prevalence of neuro- developmental disorders (NDDs) in schools, teachers are faced with additional challenges in determining classroom practices that can address such a broad spectrum of conditions that make learning difficult. In this cross-sectional study, teachers’ use of inclusive practices for students with NDDs was examined in Enugu state, Nigeria. The 61-item INCLUSIO scale was used to collect data from 240teachers from10purposively selected primary and secondary schools in Enugu State. Generally, teachers have reported being unprepared to teach students with NDDs and not having the resources necessary to provide inclusive education for students with NDDs. Findings suggested a disconnect between inclusive educational goals and current educational practices for children with NDDs. Improved teacher training and supervision, a shift in pedagogical perspectives regarding disabilities, better collaboration among community service providers, as well as systematic evidence-based implementation plans could all contribute to increasing inclusive practice.