1.0 Introduction
1.1 Background of Study
Inclusive education has become a prominent educational reform aimed at providing equitable access to learning opportunities for all children, regardless of their abilities, disabilities, or socio-economic backgrounds. It is rooted in the principle of social justice and the belief that all children should learn together in the same schools and classrooms. According to UNESCO (2009), inclusive education refers to a process of strengthening the capacity of the education system to reach out to all learners, particularly those who are traditionally excluded or marginalized.
In Nigeria, the introduction of the Universal Basic Education (UBE) programme in 1999 marked a significant step toward achieving inclusive education. The UBE programme aims to provide free, compulsory, and universal education for every Nigerian child of school-going age. It emphasizes equal access, retention, and completion of basic education, and aligns with global educational goals such as Education for All (EFA) and the Sustainable Development Goals (SDGs) (Federal Ministry of Education, 2004). However, the practical implementation of inclusive education within the UBE framework has encountered various challenges, particularly in terms of teacher preparedness, curriculum adaptation, and resource availability.
According to Obi (2015), English Language occupies a central position in the Nigerian educational system, serving both as a subject of instruction and a medium of instruction for other subjects. It is not only essential for academic success but also for effective communication in a multilingual country like Nigeria. As a result, English Language teachers are instrumental in shaping the learning experiences of all students, including those with special educational needs (Obi, 2015).
Ainscow & Miles (2008) stated that the perception of teachers toward inclusive education is a critical determinant of its successful implementation. If teachers possess positive attitudes and a strong understanding of inclusive practices, they are more likely to create a supportive and accommodating learning environment. Conversely, negative perceptions or a lack of adequate training may lead to resistance or ineffective implementation of inclusive strategies (Ainscow & Miles, 2008).
In Kwara State, as in other parts of Nigeria, there is growing interest in understanding how teachers, particularly English Language teachers, perceive the inclusive education mandate under the UBE programme. The need to explore these perceptions is crucial, given the pivotal role teachers play in curriculum delivery and the challenges they face in inclusive settings, such as large class sizes, lack of specialized training, and insufficient instructional materials (Okonkwo, 2012). in the context of Nigeria's Universal Basic Education (UBE) programme, inclusive education is seen as a necessary reform to achieve equitable and accessible education. The UBE, launched in 1999, aims to provide free and compulsory basic education to all children of school-going age (Federal Ministry of Education, 2004). However, the effective implementation of inclusive education under UBE depends significantly on the attitudes, preparedness, and perceptions of teachers who serve as the main implementers of curriculum objectives at the classroom level. Therefore, this study is therefore motivated by the need to investigate the perceptions of English Language teachers in Kwara State toward inclusive education within the framework of the Universal Basic Education programme.
1.2 Statement of Problems
Investigation revealed that English Language teachers are relevant in educational setting because English is both a subject of instruction and the medium through which most subjects are taught in Nigerian schools. Their perception and attitude toward inclusive education is essential to its success. When teachers understand and believe in the goals of inclusion, they are more likely to adopt strategies that support diverse learners. Unfortunately, there is growing concern that many English Language teachers may not be adequately prepared or motivated to teach in inclusive classrooms (Obi, 2015). Some struggle with large class sizes, limited resources, and a lack of training in special education, which affects their ability to implement inclusive practices effectively.
Furthermore, if English Language teachers believe that inclusive education is unrealistic or ineffective, it is unlikely that they will fully commit to its implementation, even if policies require it. This gap between policy and practice creates a barrier to educational equity. It is against the backdrop that this study seeks to explore English Language teachers' perception of inclusive education within the Universal Basic Education framework in Kwara State.
1.3 Aim and Objectives of Study
The aim of this study is to examine English Language teachers' perception of inclusive education within the framework of the Universal Basic Education (UBE) programme in Kwara State. The specific objectives of this study are:
- To explore the level of awareness English Language teachers have about inclusive education in the context of UBE in Kwara State;
- To assess the attitudes and perceptions of English Language teachers toward the implementation of inclusive education;
- To identify the challenges faced by English Language teachers in delivering inclusive education under the UBE programme;
- To investigate the extent of training and professional development available to English Language teachers on inclusive education;
- To recommend strategies for improving teachers' preparedness and effectiveness in inclusive classrooms.
1.4 Research Questions
Based on the objectives of the study, the following research questions will guide the investigation into the English Language Teachers' Perception of Inclusive Education in the Universal Basic Education in Kwara State:
- What is the level of awareness among English Language teachers in Kwara State about inclusive education within the Universal Basic Education programme?
- How do English Language teachers perceive and what attitudes do they hold toward the implementation of inclusive education in their classrooms?
- What challenges do English Language teachers face in delivering inclusive education under the Universal Basic Education programme in Kwara State?
- To what extent have English Language teachers received training and professional development on inclusive education practices?
- What strategies can be recommended to enhance English Language teachers' preparedness and effectiveness in implementing inclusive education?
1.5 Research Hypotheses
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: There is no significant relationship between English Language teachers' level of awareness and their perception of inclusive education in the Universal Basic Education programme in Kwara State.
- H1: There is a significant relationship between English Language teachers' level of awareness and their perception of inclusive education in the Universal Basic Education programme in Kwara State.
Hypothesis Two
- H0: English Language teachers do not face significant challenges that negatively affect the effective delivery of inclusive education in the UBE programme.
- H1: English Language teachers face significant challenges that negatively affect the effective delivery of inclusive education in the UBE programme.
Hypothesis Three
- H0: The level of training and professional development does not significantly influence English Language teachers' effectiveness in implementing inclusive education.
- H1: The level of training and professional development significantly influences English Language teachers' effectiveness in implementing inclusive education.
1.6 Significance of Study
The outcome of this research will help educational policymakers by providing them with reliable data on teachers' perceptions, which will guide the formulation and improvement of inclusive education policies that are practical and responsive to classroom realities. It will also assist school administrators in understanding the challenges faced by English Language teachers, enabling them to create supportive environments and allocate resources effectively to promote inclusive teaching practices.
Furthermore, the research study will benefit English Language teachers themselves by identifying gaps in their knowledge and training, which will lead to targeted professional development programs that improve their confidence and competence in managing inclusive classrooms.
Lastly, the study will add to the existing body of knowledge on inclusive education in Nigeria and serve as a basis for further research and development efforts in Kwara State and beyond.
1.7 Scope of Study
This study focuses on examining the perception of English Language teachers toward inclusive education within the Universal Basic Education (UBE) programme in Kwara State, Nigeria. The study's scope is limited to English Language teachers within Kwara State and does not extend to other subjects or educational levels such as senior secondary or tertiary education. Furthermore, the study focuses only on public schools, excluding private schools and informal education settings.
1.8 Limitations of the Study
Several limitations were encountered during the course of this study, which may have influenced the results and conclusions.
- Delay from Respondents: Many participants experienced time constraints or hesitated to commit to the study due to their busy schedules. This delay limited the volume of data that could be gathered within the planned timeframe.
- Financial Constraints: Due to budget limitations, there was insufficient funding to expand the research to a larger sample size or to include more varied geographic locations, which might have provided a broader perspective.
- Response Bias: The study will involve surveys and interviews with cooperative managers and members. Response bias may occur if respondents provide socially desirable answers or if there is reluctance to disclose negative financial information due to privacy concerns or fear of repercussions.
- Time Constraints: This constraint restricted the study's breadth, limiting the number of schools and respondents that could be included within the research timeline.
1.9 Definition of Terms
Inclusive Education:
Inclusive education is a teaching approach that ensures all children, regardless of their physical, intellectual, social, emotional, linguistic, or other conditions, learn together in mainstream classrooms (UNESCO, 2009). It promotes equal access and participation for every learner, including those with disabilities or special needs, aiming to eliminate barriers to learning.
Perception:
Perception refers to the way individuals interpret and make sense of experiences or information (Robbins & Judge, 2017). In this study, it relates to how English Language teachers understand, feel about, and respond to the concept and practice of inclusive education within their classrooms.
English Language Teachers:
English Language teachers are educators responsible for teaching English as a subject in schools. Their role involves facilitating language skills such as reading, writing, speaking, and comprehension, which are fundamental to students' academic success (Adeniran & Lawal, 2013).
Universal Basic Education (UBE):
The Universal Basic Education programme in Nigeria is a government initiative aimed at providing free, compulsory, and universal basic education to every child of school-going age (Federal Ministry of Education, 2004). It encompasses both primary and junior secondary school levels and seeks to improve educational access and quality.
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