Teachers’ Training and Implementation of Inclusive Education in Calabar Municipality of Cross River State, Nigeria
Teachers’ Training and Implementation of Inclusive Education in Calabar Municipality of Cross River State, Nigeria

Summary/Abstract: This study investigated Teachers’ training and effective implementation of inclusive education in Calabar Municipality of Cross River State, Nigeria. The population for the study was 989 teachers and two hundred and forty-eight teachers (248) were sampled for the study through accidental sampling technique. The survey research design was adopted for this study. Two independent variables (teachers’ pre-service training and teachers’ in-service training) were used in relation to the implementation of inclusive education. Data was gathered with the use of questionnaire, two hypotheses were formulated and tested at 0.05 level of significance. Pearson product moment correlation was adopted for data analysis. The result revealed that there is significant relationship between teachers’ pre-service training and teachers’ in-service training and the implementation of inclusive education in Calabar Municipality of Cross River State, Nigeria. Based on the findings, it was recommended that Government at all levels should make inclusive education compulsory in all teacher training institutions and colleges to avoid discrimination against persons with special needs in quest of their educational pursuit, the public should be enlightened to enable the Nigerian citizens embrace inclusive education with ease and for parents to encourage their children with physical/emotional challenges to be educated, teachers for both government and private institutions should update their knowledge in the field of inclusive education, this will help them to be more relevant among others. Finally, the government should provide adequate infrastructural facilities to accommodate all categories of special need children.

• Details
• Contents