{"id":6025,"date":"2024-01-07T08:43:56","date_gmt":"2024-01-07T08:43:56","guid":{"rendered":"https:\/\/icertpublication.com\/?page_id=6025"},"modified":"2026-03-10T08:18:48","modified_gmt":"2026-03-10T02:48:48","slug":"inclusive-education-an-imperative-tool-for-enhancing-academic-performance-of-students-with-special-needs-in-business-education","status":"publish","type":"page","link":"https:\/\/icert.org.in\/index.php\/edu-mania\/edumania-vol-2-issue-1\/inclusive-education-an-imperative-tool-for-enhancing-academic-performance-of-students-with-special-needs-in-business-education\/","title":{"rendered":"Inclusive Education: An Imperative Tool For Enhancing Academic Performance Of Students With Special Needs In Business Education"},"content":{"rendered":"\t\t
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Edumania-An International Multidisciplinary Journal<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Vol-02, Issue-01 (Jan-Mar 2024)<\/h4>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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An International scholarly\/ academic journal, peer-reviewed\/ refereed journal, ISSN : 2960-0006<\/h5>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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INCLUSIVE EDUCATION: AN IMPERATIVE TOOL FOR ENHANCING ACADEMIC PERFORMANCE OF STUDENTS WITH SPECIAL NEEDS IN BUSINESS EDUCATION<\/span><\/p>

Oyemomilara, Kehinde Aderonke<\/span><\/p>

Ph.D. Research Scholar in Business Education, University of Benin, Benin City, Edo State Nigeria<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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DOI:\u00a0<\/span>https:\/\/doi.org\/10.59231\/edumania\/9026<\/span><\/a><\/p>

Page Number:\u00a0pp. 181-205<\/span><\/p>

Subject:\u00a0Inclusive Education, Special Needs Education, Business Education, Academic Performance, Students with Disabilities, Educational Equity, Higher Education<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

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Received:\u00a027 October 2023<\/span><\/p>

Accepted:\u00a031 December 2023<\/span><\/p>

Published:\u00a002 January 2024<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Thematic Classification:\u00a0Social Sciences: Inclusive Education & Special Education; Business Education; Higher Education Studies<\/span><\/p>

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ABSTRACT<\/span><\/p>

This paper focuses on inclusive education as an imperative tool for enhancing academic performance of students with special needs in business education. All people have a right to education. Inclusive education is an approach that ensures the presence, participation and achievement of all students in education. This may be in formal schools or in non-formal places of learning. Inclusion emphasizes opportunities for equal participation but with options for special assistance and facilities needed. This paper highlights the concept of inclusive education, business education and benefits of inclusive education as a tool for enhancing academic performance. This paper recommended that; A special directorate of inclusive education should be created in Federal and State Ministries of Education: Government of Nigeria should adequately fund inclusive education: Specialists should be employed in various primary schools in Nigeria; There should be policy enabling the establishment of inclusive<\/span> schools in every community in Nigeria.\u00a0<\/span>\u00a0<\/b><\/p>

Keywords:<\/span> Business education, inclusive education, performance, special needs.\u00a0<\/span><\/p>

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Impact Statement<\/span><\/p>

This study examined the importance of inclusive education in enhancing academic performance of students with special needs in business education. It was discovered that almost all of these impaired children in Nigeria lack business education skills, there are a lot of disabled individuals in the country who are unemployed. The leading cause of this is that disabled children attend special schools, which are isolated institutions designed exclusively for the needs of people with disabilities. In these schools, business education is not taught, and even when it is, the students do not receive additional support in the form of resource rooms and resource teachers. The finding from the study revealed that inclusive education is one strategy for raising the academic performance of students with special needs in business courses. Students with special needs perform better academically in inclusive schools because ordinary teachers and even other students give them extra attention and assistance.<\/span><\/p>

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About Author<\/span><\/p>

Kehinde Aderonke OYEMOMILARA is a researcher in the field of business education and holds a Master in Business Education and she is currently running her PhD.\u00a0 programme in Business Education in the University of Benin, Benin City, Edo State Nigeria. She is a staff of National Business and Technical Examination Board where she is till date.<\/span><\/p>

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Cite this Article<\/span><\/p>

APA (7th ed.):<\/span>\u00a0Oyemomilara, K. A. (2024). Inclusive Education: An Imperative Tool For Enhancing Academic Performance Of Students With Special Needs In Business Education.\u00a0<\/span>Edumania-An International Multidisciplinary Journal<\/span>,\u00a0*2*(1), 181\u2013205.\u00a0<\/span>https:\/\/doi.org\/10.59231\/edumania\/9026<\/span><\/a><\/p>

Chicago (17th ed.):<\/span>\u00a0Oyemomilara, Kehinde Aderonke. “Inclusive Education: An Imperative Tool For Enhancing Academic Performance Of Students With Special Needs In Business Education.”\u00a0<\/span>Edumania-An International Multidisciplinary Journal<\/span>\u00a02, no. 1 (2024): 181\u2013205.\u00a0<\/span>https:\/\/doi.org\/10.59231\/edumania\/9026<\/span><\/a>.<\/span><\/p>

MLA (9th ed.):<\/span>\u00a0Oyemomilara, Kehinde Aderonke. “Inclusive Education: An Imperative Tool For Enhancing Academic Performance Of Students With Special Needs In Business Education.”\u00a0<\/span>Edumania-An International Multidisciplinary Journal<\/span>, vol. 2, no. 1, 2024, pp. 181\u2013205.\u00a0<\/span>https:\/\/doi.org\/10.59231\/edumania\/9026<\/span><\/a>.<\/span><\/p>

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Statements & Declarations<\/span><\/p>

Peer Review:<\/span>\u00a0The scholarly merit and contribution of this research on inclusive education for students with special needs in business education have been confirmed through a rigorous and independent peer-review process conducted by experts in the relevant disciplines.<\/span><\/p>

Review Type:<\/span>\u00a0This article underwent a double-blind peer review, a process in which the identities of the author (Kehinde Aderonke Oyemomilara) and the reviewers were mutually concealed. The review was conducted by subject experts in inclusive education, special needs education, business education, and higher education.<\/span><\/p>

Competing Interests:<\/span>\u00a0The author, Kehinde Aderonke Oyemomilara, declares that there are no financial, professional, or personal competing interests that could be perceived to have biased the work presented in this manuscript.<\/span><\/p>

Data Availability:<\/span>\u00a0The datasets generated and analyzed during the current study are available from the corresponding author, K.A. Oyemomilara, upon reasonable request. The data are not publicly available due to privacy and confidentiality agreements with the participating students with special needs and educational institutions.<\/span><\/p>

Funding:<\/span>\u00a0This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors. The work was completed as part of the author’s Ph.D. research at the University of Benin, Benin City, Edo State, Nigeria, and personal scholarly effort.<\/span><\/p>

License:<\/span>\u00a0This 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.<\/span><\/p>

Ethical Approval:<\/span>\u00a0All procedures performed in this study involving human participants (students with special needs) were in accordance with the ethical standards of the institutional research committee and with the highest standards of protecting vulnerable populations. Ethical approval for this research was granted by the Institutional Ethics Committee of the University of Benin, Benin City, Edo State, Nigeria, where the author is affiliated. Informed consent was obtained from all individual participants included in the study, and their anonymity, confidentiality, and special needs considerations have been strictly maintained throughout the research process. Appropriate accommodations were made to ensure accessible communication and participation.<\/span><\/p>

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  17. European<\/span> i<\/span>Agency<\/span> i<\/span>for<\/span> i<\/span>Special<\/span> i<\/span>Needs<\/span> i<\/span>and<\/span> i<\/span>Inclusive<\/span> i<\/span>Education,<\/span> i<\/span>2015.<\/span> i<\/span>Empowering<\/span> i<\/span>Teachers<\/span> i<\/span>to<\/span> i<\/span>Promote<\/span> i<\/span>Inclusive<\/span> i<\/span>Education.<\/span> i<\/span>A<\/span> i<\/span>Case<\/span> i<\/span>Study<\/span> i<\/span>of<\/span> i<\/span>Approaches<\/span> i<\/span>to<\/span> i<\/span>Training<\/span> i<\/span>and<\/span> i<\/span>Support<\/span> i<\/span>for<\/span> i<\/span>Inclusive<\/span> i<\/span>teacher<\/span> i<\/span>practice.<\/span> i<\/span>Odense,<\/span> i<\/span>Denmark<\/span> i<\/span>European<\/span> i<\/span>Agency<\/span> i<\/span>for<\/span> i<\/span>Special<\/span> i<\/span>Needs<\/span> i<\/span>and<\/span> i<\/span>Inclusive<\/span> i<\/span>Education<\/span> i<\/span><\/p><\/li>

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  51. Oyebade,<\/span> i<\/span>S.<\/span> i<\/span>A.,<\/span> i<\/span>Oladipo<\/span> i<\/span>S.<\/span> i<\/span>A.<\/span> i<\/span>&<\/span> i<\/span>Adetoro,<\/span> i<\/span>J.<\/span> i<\/span>A.<\/span> i<\/span>(2008).<\/span> i<\/span>Determinants<\/span> i<\/span>and<\/span> i<\/span>strategies<\/span> i<\/span>for<\/span> i<\/span>quality<\/span> i<\/span>assurance<\/span> i<\/span>in<\/span> i<\/span>Nigerian<\/span> i<\/span>university<\/span> i<\/span>education.<\/span> i<\/span>Retrieved<\/span> i<\/span>from<\/span> i<\/span>http:\/\/herp-net.org<\/span><\/a>,<\/span> i<\/span>21st<\/span> i<\/span>November,<\/span> i<\/span>2018.<\/span><\/p><\/li>

  52. Sadeghi<\/span> i<\/span>DB<\/span> i<\/span>and<\/span> i<\/span>Safari<\/span> i<\/span>R.<\/span> i<\/span>2012.The<\/span> i<\/span>Impact<\/span> i<\/span>of<\/span> i<\/span>Collaborative<\/span> i<\/span>Task<\/span> i<\/span>on<\/span> i<\/span>the<\/span> i<\/span>FL<\/span> i<\/span>Vocabulary<\/span> i<\/span>Acquisition<\/span> i<\/span>ABC<\/span> i<\/span>Journal<\/span> i<\/span>of<\/span> i<\/span>Advanced<\/span> i<\/span>Research,<\/span> i<\/span>1,<\/span> i<\/span>8-14.<\/span><\/p><\/li>

  53. Sambo,<\/span> i<\/span>A.<\/span> i<\/span>M.<\/span> i<\/span>&<\/span> i<\/span>Gambo,<\/span> i<\/span>M.<\/span> i<\/span>B.<\/span> i<\/span>(2015).<\/span> i<\/span>Administration<\/span> i<\/span>of<\/span> i<\/span>inclusive<\/span> i<\/span>education<\/span> i<\/span>in<\/span> i<\/span>Nigerian<\/span> i<\/span>schools:<\/span> i i<\/span>Issues<\/span> i<\/span>and<\/span> i<\/span>implementation<\/span> i<\/span>strategies.<\/span> i<\/span>National<\/span> i<\/span>Journal<\/span> i<\/span>of<\/span> i<\/span>Inclusive<\/span> i<\/span>Education,<\/span> i<\/span>3(1),<\/span> i<\/span>107<\/span> i i<\/span>115,<\/span> i<\/span>July.<\/span> i<\/span><\/p><\/li>

  54. Aniekwe, N. L. (2023). Teenagers\u2019 social aptitudes for Managing Behavior Disorders in Wadata Community Makurdi, Benue State, Nigeria. <\/span>Edumania-An International Multidisciplinary Journal<\/span>, <\/span>01<\/span>(03), 197\u2013208. https:\/\/doi.org\/10.59231\/edumania\/9007<\/span><\/p><\/li>

  55. Signor,<\/span> i<\/span>S.,<\/span> i<\/span>LeBlanc,<\/span> i<\/span>M.<\/span> i<\/span>&<\/span> i<\/span>McDougal,<\/span> i<\/span>J.<\/span> i i<\/span>(2010).<\/span> i<\/span>Academic<\/span> i<\/span>achievement<\/span> i<\/span>in<\/span> i<\/span>self-contained<\/span> i<\/span>vs<\/span> i<\/span>inclusive<\/span> i<\/span>special<\/span> i<\/span>education<\/span> i<\/span>classroom.<\/span> i i<\/span>State<\/span> i<\/span>University<\/span> i<\/span>of<\/span> i<\/span>New<\/span> i<\/span>York<\/span> i<\/span>at<\/span> i<\/span>Oswego.<\/span><\/p><\/li>

  56. Spence,<\/span> i<\/span>R.<\/span> i<\/span>S.<\/span> i<\/span>(2010).<\/span> i<\/span>The<\/span> i<\/span>effects<\/span> i<\/span>of<\/span> i<\/span>inclusion<\/span> i<\/span>on<\/span> i<\/span>the<\/span> i<\/span>academic<\/span> i<\/span>achievement<\/span> i<\/span>of<\/span> i<\/span>regular<\/span> i<\/span>education<\/span> i<\/span>students.Retrieved<\/span> i<\/span>from<\/span> i<\/span>https:\/\/digitalcommons.<\/span> i<\/span>georgiasouthern.edu\/cgi\/<\/span> i<\/span>viewcontent.cgi?referer=https:\/\/www.google.com\/&httpsredir=1&article=1369&context=etd<\/span>,<\/span> i<\/span>7th<\/span> i<\/span>December,<\/span> i<\/span>2018.<\/span><\/p><\/li>

  57. Staub,<\/span> i<\/span>D.<\/span> i<\/span>&<\/span> i<\/span>Peck,<\/span> i<\/span>C.<\/span> i<\/span>A.<\/span> i<\/span>(1995).<\/span> i<\/span>What<\/span> i<\/span>are<\/span> i<\/span>the<\/span> i<\/span>outcomes<\/span> i<\/span>for<\/span> i<\/span>nondisabled<\/span> i<\/span>students?<\/span> i<\/span>Educational<\/span> i<\/span>Leadership,<\/span> i<\/span>52,<\/span> i<\/span>36-40.<\/span> i i<\/span><\/p><\/li>

  58. Suomi,<\/span> i<\/span>J.,<\/span> i<\/span>Collier<\/span> i<\/span>D.,<\/span> i<\/span>&<\/span> i<\/span>Brown<\/span> i<\/span>L.<\/span> i<\/span>(2003).<\/span> i<\/span>Factors<\/span> i<\/span>affecting<\/span> i<\/span>the<\/span> i<\/span>social<\/span> i<\/span>experiences<\/span> i<\/span>of<\/span> i<\/span>students<\/span> i<\/span>in<\/span> i<\/span>elementary<\/span> i<\/span>physical<\/span> i<\/span>education<\/span> i<\/span>classes.<\/span> i<\/span>Journal<\/span> i<\/span>of<\/span> i<\/span>Teaching<\/span> i<\/span>in<\/span> i<\/span>Physical<\/span> i<\/span>Education,<\/span> i<\/span>22(2),<\/span> i<\/span>186.<\/span> i<\/span><\/p><\/li>

  59. TidmarshL.,&Volkmar<\/span> i<\/span>F.<\/span> i<\/span>(2003).<\/span> i<\/span>Diagnosis<\/span> i<\/span>and<\/span> i<\/span>epidemiology<\/span> i<\/span>of<\/span> i<\/span>autism<\/span> i<\/span>spectrum<\/span> i<\/span>disorders.<\/span> i<\/span>Canadian<\/span> i<\/span>Journal<\/span> i<\/span>of<\/span> i<\/span>Psychiatry.at<\/span> i<\/span>apc.org\/<\/span> i<\/span>Publications\/<\/span> i<\/span>Archives\/<\/span> i<\/span>CJP\/2003\/september\/tidmarsh.asp<\/span><\/p><\/li>

  60. Tsegaye<\/span> i<\/span>MA<\/span> i<\/span>and<\/span> i<\/span>Moges<\/span> i<\/span>BA.<\/span> i<\/span>2014.<\/span> i<\/span>Roles<\/span> i<\/span>And<\/span> i<\/span>Challenges<\/span> i<\/span>of<\/span> i<\/span>Secondary<\/span> i<\/span>School<\/span> i<\/span>Instructional<\/span> i<\/span>Leadership<\/span> i<\/span>for<\/span> i<\/span>the<\/span> i<\/span>Achievement<\/span> i<\/span>of<\/span> i<\/span>Student<\/span> i<\/span>Learning:<\/span> i<\/span>The<\/span> i<\/span>Case<\/span> i<\/span>of<\/span> i<\/span>South<\/span> i<\/span>Gondar<\/span> i<\/span>Administrative<\/span> i<\/span>Zone,<\/span> i<\/span>Amhara<\/span> i<\/span>Region,<\/span> i<\/span>Ethiopia<\/span> i<\/span>Asian<\/span> i<\/span>Journal<\/span> i<\/span>of<\/span> i<\/span>Humanity,<\/span> i<\/span>Art<\/span> i<\/span>and<\/span> i<\/span>Literature,<\/span> i<\/span>1,<\/span> i<\/span>48-69.<\/span><\/p><\/li>

  61. United<\/span> i<\/span>Nations<\/span> i<\/span>(1948).<\/span> i i<\/span>Universal<\/span> i<\/span>declaration<\/span> i<\/span>of<\/span> i<\/span>human<\/span> i<\/span>rights.<\/span> i i<\/span>New<\/span> i<\/span>York:<\/span> i<\/span>United<\/span> i<\/span>Nations.<\/span><\/p><\/li>

  62. United<\/span> i<\/span>Nations<\/span> i<\/span>(1989).<\/span> i<\/span>UN<\/span> i<\/span>convention<\/span> i<\/span>on<\/span> i<\/span>the<\/span> i<\/span>rights<\/span> i<\/span>of<\/span> i<\/span>the<\/span> i<\/span>child.<\/span> i i<\/span>New<\/span> i<\/span>York:<\/span> i<\/span>United<\/span> i<\/span>Nations.<\/span><\/p><\/li>

  63. UNESCO.<\/span> i<\/span>(2003)<\/span> i<\/span>Overcoming<\/span> i<\/span>Exclusion<\/span> i<\/span>through<\/span> i<\/span>Inclusive<\/span> i<\/span>Approaches<\/span> i<\/span>in<\/span> i<\/span>Education:<\/span> i<\/span><\/p><\/li>

  64. a<\/span> i<\/span>Challenge,<\/span> i<\/span>a<\/span> i<\/span>vision-Conceptual<\/span> i<\/span>Paper,<\/span> i<\/span>Spain,<\/span> i<\/span>Paris:<\/span> i<\/span>UNESCO,<\/span> i<\/span>p.4Ibid,<\/span> i<\/span>p.4<\/span><\/p><\/li>

  65. Wagner,<\/span> i<\/span>M.,<\/span> i<\/span>Kutash,<\/span> i<\/span>K.,<\/span> i<\/span>Duchnowski,<\/span> i<\/span>A.<\/span> i<\/span>J.,<\/span> i<\/span>&<\/span> i<\/span>Epstein,<\/span> i<\/span>M.<\/span> i<\/span>H.<\/span> i<\/span>(2005).<\/span> i<\/span>The<\/span> i<\/span>special<\/span> i<\/span>education<\/span> i<\/span>elementary<\/span> i<\/span>longitudinal<\/span> i<\/span>study<\/span> i<\/span>and<\/span> i<\/span>the<\/span> i<\/span>national<\/span> i<\/span>longitudinal<\/span> i<\/span>transition<\/span> i<\/span>study<\/span> i<\/span>designs<\/span> i<\/span>and<\/span> i<\/span>implications<\/span> i<\/span>for<\/span> i<\/span>children<\/span> i<\/span>and<\/span> i<\/span>youth<\/span> i<\/span>with<\/span> i<\/span>emotional<\/span> i<\/span>disturbance.<\/span> i<\/span>Journal<\/span> i<\/span>of<\/span> i<\/span>Emotional<\/span> i<\/span>and<\/span> i<\/span>Behavioral<\/span> i<\/span>Disorders,<\/span> i<\/span>13(1),<\/span> i<\/span>2541.<\/span> I<\/span><\/p><\/li>

  66. Addo, D. E., Efut, E. N., Akpo, D. M., & Egor, O. W. (2023). Innovative instructional design packages for promoting inclusive and participatory interactive learning experience in Nigeria. <\/span>Shodh Sari-An International Multidisciplinary Journal<\/span>, 70\u201387. https:\/\/doi.org\/10.59231\/sari7575<\/span><\/p><\/li>

  67. Weiner,<\/span> i<\/span>H.<\/span> i<\/span>M.<\/span> i<\/span>(2003).<\/span> i<\/span>Effective<\/span> i<\/span>inclusion<\/span> i<\/span>professional<\/span> i<\/span>development<\/span> i<\/span>in<\/span> i<\/span>the<\/span> i<\/span>context<\/span> i<\/span>of<\/span> i<\/span>the<\/span> i<\/span>classroom.<\/span> i<\/span>Teaching<\/span> i<\/span>Exceptional<\/span> i<\/span>Children,<\/span> i<\/span>35(6),<\/span> i<\/span>12-18.<\/span> i i<\/span><\/p><\/li>

  68. Wolfberg<\/span> i<\/span>P.J.,<\/span> i<\/span>and<\/span> i<\/span>Schuler<\/span> i<\/span>A.L.<\/span> i<\/span>1999.<\/span> i<\/span>Fostering<\/span> i<\/span>Peer<\/span> i<\/span>Interaction,<\/span> i<\/span>Imaginative<\/span> i<\/span>Play<\/span> i<\/span>and<\/span> i<\/span>Spontaneous<\/span> i<\/span>Language<\/span> i<\/span>in<\/span> i<\/span>Children<\/span> i<\/span>with<\/span> i<\/span>autism.<\/span> i<\/span>Child<\/span> i<\/span>Language<\/span> i<\/span>Teaching<\/span> i<\/span>and<\/span> i<\/span>Therapy,<\/span> i<\/span>15,<\/span> i<\/span>41-52.<\/span> i<\/span>Retrieved<\/span> i<\/span>November<\/span> i<\/span>29,<\/span> i<\/span>2007,<\/span> i<\/span>from<\/span> i<\/span>EBSCO<\/span> i<\/span>host<\/span> i<\/span>database.<\/span> i i<\/span><\/p><\/li><\/ol>

    \u00a0<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

    Edumania-An International Multidisciplinary Journal Vol-02, Issue-01 (Jan-Mar 2024) An International scholarly\/ academic journal, peer-reviewed\/ refereed journal, ISSN : 2960-0006 INCLUSIVE EDUCATION: AN IMPERATIVE TOOL FOR ENHANCING ACADEMIC PERFORMANCE OF STUDENTS WITH SPECIAL NEEDS IN BUSINESS EDUCATION Oyemomilara, Kehinde Aderonke Ph.D. Research Scholar in Business Education, University of Benin, Benin City, Edo State Nigeria DOI:\u00a0https:\/\/doi.org\/10.59231\/edumania\/9026 Page […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":5817,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"postBodyCss":"","postBodyMargin":[],"postBodyPadding":[],"postBodyBackground":{"backgroundType":"classic","gradient":""},"site-sidebar-layout":"no-sidebar","site-content-layout":"page-builder","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"disabled","ast-breadcrumbs-content":"","ast-featured-img":"disabled","footer-sml-layout":"","theme-transparent-header-meta":"default","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"class_list":["post-6025","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/pages\/6025","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/comments?post=6025"}],"version-history":[{"count":3,"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/pages\/6025\/revisions"}],"predecessor-version":[{"id":29691,"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/pages\/6025\/revisions\/29691"}],"up":[{"embeddable":true,"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/pages\/5817"}],"wp:attachment":[{"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/media?parent=6025"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}