Abstract

Inclusion aligns with the goals of Education for All (EFA). Therefore, the study identified teachers’ integration strategies and challenges on inclusion in selected public primary schools in Mushin Local Government Area (LGA) of Lagos, Nigeria. Descriptive Survey Research Design was used for the study. 240 teachers in Basic 1-6 formed the sample size who were randomly selected across 24 public primary schools in the LGA. Ten teachers were randomly selected from each school. Three research questions in a 21-item structured questionnaire titled ‘Teachers’ Integration Strategies and Challenges on Inclusion’ (TISACI) was used to elicit information from respondents. The instrument was modified and validated by experts in Early Childhood and Measurement and Evaluation. The reliability instrument coefficient was at 0.798. Data collected were analyzed using descriptive statistics such as frequency count, percentages and mean. The study found out that that strategies teachers adopt to integrate pupils include differentiation, use of positive technology tools, giving individualized support and collaborative efforts among others. Also, the study outlined challenges teachers face in inclusion such as having to deal with diverse learners with diverse learning needs, lack of resources and support, poor knowledge in special education among others. The study also found that inclusion has positive impact on pupils’ academic performance as it fosters positive classroom climate, provides individualized support and encourages peer tutoring among others. It was therefore recommended that teachers’ professional training should focus more on tenets of special education, use of differentiation, and diversification of assessment strategies for optimal learning outcome in order to accommodate special needs pupils among others. 

Keywords: Challenges, Inclusion, Integration Strategies, Pupils, Teachers.

Impact Statement

This study focused on TEACHERS’ INTEGRATION STRATEGIES AND CHALLENGES ON INCLUSION IN SELECTED PUBLIC PRIMARY SCHOOLS IN LAGOS, NIGERIA

It will help the following:

Teachers: Teachers would have insights, confidence, competence and coping strategies on inclusion.

Pupils: Pupils would have supportive and inclusive learning environment irrespective of learning status.

Parents: Parents would be enlightened more to support inclusion in schools

Curriculum Developers: Curriculum developers would make modifications and give additional support to address the diverse learning needs of all pupils.

Researchers: It would be a yardstick for researchers to work from.

Pre-service teachers: The study would equip future educators with the necessary knowledge and strategies on inclusion. 

Government policies: Government would allow more equal access to quality education for all children, regardless of their status.

Non-Governmental Organizations:  NGOs would provide necessary materials to facilitate inclusion and mainstreaming. 

The Community: Patriotic individuals in the community would voluntarily assist in promoting inclusion.

About Author/s

OGWAZU JOYCE EZIDIUGO 

Joyce Ezidiugo OGWAZU is an academic; a researcher, a seasoned and a professional teacher, certified and licensed by Teachers’ Registration Council of Nigeria (TRCN). She has been in teaching profession for over twenty-three (23) years in Nigeria. 

Joyce is a prolific writer who has published four textbooks and 32 credible articles in National Journals and two in International Journals. Her core-values are: hard work, collaboration, truthfulness, discipline, loyalty, enthusiasm and self-confidence.  

 Mrs. Ogwazu is a woman of sound moral ethics, and a disciplinarian to the core. She loves children and has flair for ethical principles. Her hobbies are Reading, Motivational Speaking, listening to motivational Programmes, Listening to Soft Music, and Singing. Joyce belongs to many Professional Bodies which include Teachers Registration Council of Nigeria (TRCN), Early Childhood Association of Nigeria (ECAN), Women in Colleges of Education (WICE), and Forum for African Women in Education (FAWE).

DR OLAYINKA MODUPE AYANNUGA

Dr Olayinka Modupe Ayannuga earned a Ph.D. Applied Psychology (Guidance & Counselling) in 2016 and Masters in Early Childhood Education from Olabisi Onabanjo University Ago-Iwoye, Ogun State, Nigeria.

She joined the Federal College of Education (Technical) Akoka, Lagos in December 2005 and became Chief Lecturer on 1st October 2021. Served as Head of the Department of Educational Psychology, from October 2015 till September 2017. Appointed Head of Department, Primary Education Department from January 2020 to October 2021.

She is a Fellow of the Counselling Association of Nigeria (CASSON) and the current Chairperson for Lagos State. Member of the Teachers Registration Council of Nigeria (TRC) and the Early Childhood Association of Nigeria.

Dr Ayannuga has published over 40 research articles in various high-profile peer-reviewed journals both local and international, authored four textbooks, and co-authored three reviewed books.

Cite this Article

APA (7th ed.): Ogwazu, J. E., & Ayannuga, O. M. (2024). Teachers’ Integration Strategies And Challenges On Inclusion In Selected Public Primary Schools In Lagos, Nigeria. Edumania-An International Multidisciplinary Journal, 2(2), 175–192. https://doi.org/10.59231/edumania/9046

Chicago (17th ed.): Ogwazu, Joyce Ezidiugo, and Olayinka Modupe Ayannuga. “Teachers’ Integration Strategies And Challenges On Inclusion In Selected Public Primary Schools In Lagos, Nigeria.” Edumania-An International Multidisciplinary Journal 2, no. 2 (2024): 175–192. https://doi.org/10.59231/edumania/9046.

MLA (9th ed.): Ogwazu, Joyce Ezidiugo, and Olayinka Modupe Ayannuga. “Teachers’ Integration Strategies And Challenges On Inclusion In Selected Public Primary Schools In Lagos, Nigeria.” Edumania-An International Multidisciplinary Journal, vol. 2, no. 2, 2024, pp. 175–192. https://doi.org/10.59231/edumania/9046.

Statements & Declarations

Peer Review: The scholarly merit and contribution of this research on teachers’ integration strategies and challenges in inclusive primary education have been confirmed through a rigorous and independent peer-review process conducted by experts in the relevant disciplines.

Review Type: This article underwent a double-blind peer review, a process in which the identities of the authors (Joyce Ezidiugo Ogwazu and Olayinka Modupe Ayannuga) and the reviewers were mutually concealed. The review was conducted by subject experts in inclusive education, primary education, special education, and teacher professional development.

Competing Interests: The authors, Joyce Ezidiugo Ogwazu and Olayinka Modupe Ayannuga, jointly and individually declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.

Data Availability: The datasets generated and analyzed during the current study, including interview transcripts and survey responses from primary school teachers, are available from the corresponding author, J.E. Ogwazu, upon reasonable request. The data are not publicly available due to privacy and confidentiality agreements with the participating teachers and public primary schools in Lagos, Nigeria.

Funding: This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors. The work was completed using the authors’ institutional resources at Federal College of Education (Technical) Akoka, Lagos, and personal scholarly efforts.

License: This article is an open-access article distributed under the terms and conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives (CC BY-NC-ND) 4.0 International License. This license permits non-commercial reuse, distribution, and reproduction in any medium, provided the original work is properly cited and is not altered, transformed, or built upon in any way.

Ethical Approval: All procedures performed in this study involving human participants (primary school teachers) were in accordance with the ethical standards of the institutional research committee. Ethical approval for this research was granted by the Institutional Ethics Committee of Federal College of Education (Technical) Akoka, Lagos, Nigeria, where both authors are affiliated. Informed consent was obtained from all individual participants and from the participating public primary schools included in the study, and their anonymity and confidentiality have been strictly maintained throughout the research process.

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