Inclusive education in Nigeria: exploring parental attitude, knowledge and perceived social norms influencing implementation

Implementation Barriers of Inclusive Education and their Impact on Stakeholders: A Review of the Literature

“…Most of them can be categorized into three barriers: societal/cultural, developmental and governmental. This range of issues addressed topics such as policy borrowing, parental concerns/fears/anxieties on illtreatment of their child and if their child would be fully included in society (Wong et al, 2015;Main, Chambers, & Sarah, 2016) to the overarching need for teachers to be trained better for teaching children with special needs as the more knowledge and experience the teacher had with these children, the better their perception of IE and self-efficacy would be (Yada & Savolainen, 2017;Torgbenu et al, 2019;Magumise & Sefotho, 2020). Dispute the wide variety of challenges, negative attitudes, perceptions and issues an overall trend could be seen by authors choosing to focus on that overall that stakeholders view IE as a way to as Magumise and Sefotho (2020) explains to allow for equal opportunities among learners and to cut down on discrimination.…”

A review of the factors affecting children with disabilities successful transition to early childhood care and primary education in sub-Saharan Africa

“…Luger et al (2012) conducted outline case studies of the move to education for two children with physical disabilities living in a township in South Africa. Torgbenu et al (2018) surveyed the attitudes of over 600 parents of children with and without disabilities to inclusive education in Nigeria.…”

“…Banks and Zuurmond (2015) found some parents, particularly those whose children had physical disabilities, understood their children would not be able to engage in manual labour and other traditional livelihoods and anticipated education would offer an alternative. Torgbenu et al (2018) cited in Brydges and Mkandawire (2020) qualitative study involving 12 participants in Nigeria, reported that many parents of children with disabilities acknowledged the usefulness of inclusive education for the social inclusion of their children. However, they felt that only students with mild disabilities were facilitated to participate in regular schools, while those with severe disabilities were enroled in special school settings.…”

“…Parental knowledge of education and school. Whilst some parents were aware of the benefits of education more broadly, Torgbenu et al (2018) highlighted that parents of children with disabilities may think that their children are destined to study in special schools (Brydges and Mkandawire, 2020). Therefore, they would benefit from understanding the advantages of transition to inclusive education, that is, education in regular schools rather than in special schools in terms of their academic, social, emotional and personal progress (Afolabi et al, 2013;Mohsin et al, 2011).…”

Covid-19 and the Educational Sector: Challenges and the Need for Inclusive Education in Nigeria

“…However, the practice of sorting, tracking, and separating students is still institutionalized in much of public education. An education in more restrictive environments should only occur under the law if the student cannot be satisfactorily educated in the general education classroom even with supplementary aids and services [12,13]. Inclusive system to education challenges practices of separating students and their underlying assumptions.…”