Instructional Needs of Teachers for Inclusive Classroom in Primary Schools

ACKNOWLEDGEMENT

I extend my sincere gratitude to all those who contributed to the completion of this project. Special thanks to my Supervisor (Name of your Supervisor), the Head of Department (Name of your HOD), the Lecturers in the department of Guidance and Counselling, Book Authors and Profound Scholars of existing or related project material on “Instructional Needs of Teachers for Inclusive Classroom in Primary Schools” for their invaluable guidance, support, and expertise throughout the journey.

I am also grateful to your study area (mention any funding organizations, if applicable) for their financial assistance. This research would not have been possible without the encouragement and assistance of some stakeholders (mention any mentors, teachers, or colleagues). Additionally, I would like to acknowledge the understanding and patience of my family and friends during this endeavor. Your unwavering support has been a constant source of motivation. Thank you all for being part of this meaningful endeavor.

TABLE OF CONTENTS

PRELIMINARY PAGES

Title page
Approval page
Dedication
Acknowledgement
Table of Contents
Abstract

CHAPTER ONE

INTRODUCTION

CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction
2.2 Conceptual Review
2.3 Theoretical Framework
⋮
2.4 Empirical Studies

CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introduction
3.2 Research Design
3.3 Population of Study
3.4 Sampling and Sampling Technique
3.5 Validation of Research Instrument
3.6 Method of Data Collection
3.7 Method of Data Analysis
3.8 Questionnaire Administration
3.9 Ethical Consideration
3.10 Statistical Analysis

CHAPTER FOUR

DATA ANALYSIS, RESULT AND DISCUSSION

4.1 Introduction
4.2 Presentation and Analysis of Data
4.3 Re-statement of Research Questions
4.4 Test of Hypotheses
4.5 Discussion of Findings

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

5.1 Introduction
5.2 Summary of Findings
5.3 Conclusion
5.4 Recommendation
5.5 Suggestion for Further Study

REFERENCES

APPENDIX A - “QUESTIONNAIRE”

Defense Procedure for Guidance and Counselling Researchers

Be Intentional About Your Research Preparation in Context – As a student of Guidance and Counselling defending a project or seminar on Instructional Needs of Teachers for Inclusive Classroom in Primary Schools, you are expected to be thoroughly acquainted with your research. The defense process follows a structured format where you present your work, respond to questions, and demonstrate its relevance. Here’s a general guide to the defense procedure:

Introduction: Begin with a concise introduction of your research topic, highlighting its significance and the research objectives. This helps set the context for the audience and the External Examiner, allowing them to grasp the scope of your work. Before you step up to defend, ensure that you are familiar with your research abstract and the key components of Chapter One, including the motivation behind your study, the problem statement, the aims and objectives, as well as the scope and significance. For Chapter Two, it is advisable to reference at least two citations from the literature review. In Chapter Three, be prepared to discuss the methodologies, tools, and techniques you employed in your research. Moving to Chapter Four, you must justify your work and explain how your findings align with the objectives of your research.

Conclusion and Recommendations: Wrap up your defense by summarizing the study and offering well-grounded recommendations based on your findings.

Dress Code: Professional attire is an essential component of your final-year research defense. Wearing a suit and tie, for example, can create a positive impression and boost your overall presentation without you having to say a word.

Question and Answer Session: The External Examiner will ask questions based on your research. If you encounter a difficult or unrelated question, respond respectfully with, "Sorry, Sir/Madam, the question asked is beyond the scope of my study". Whenever possible, answer questions by referring directly to your research findings.

Instructional Needs of Teachers for Inclusive Classroom in Primary Schools

DEDICATION

ACKNOWLEDGEMENT

TABLE OF CONTENTS

ABSTRACT