Secondary School Teachers And Students Perception On The Need, Problems And Implication Of Special Education
(In Enugu East)
The perception of secondary school teachers and students regarding the necessity, challenges, and consequences of special education is a critical aspect of educational discourse. Understanding their perspectives sheds light on the efficacy and inclusivity of educational systems. Teachers’ viewpoints are instrumental in identifying the need for tailored educational approaches, addressing challenges, and implementing effective interventions for students with diverse learning needs. Meanwhile, students’ perceptions provide insights into the inclusivity of the learning environment and the acceptance of peers with special needs, influencing social dynamics and fostering empathy and understanding. However, challenges such as limited resources, insufficient training, and societal stigmatization can impede the successful implementation of special education initiatives, impacting both teachers and students alike. Addressing these challenges is essential to ensure equitable access to quality education for all learners and mitigate the potential implications of exclusion and marginalization within educational settings.
This study examined secondary schools teachers and students perception of problems, needs and implication of special education in Enugu East Local Government Area. The researchers are to identify the contribution of secondary school teachers and students on special education. This study was guided by three research questions. Survey design was used. The entire population was sixty (60), including teachers and student and a sample size of sixty (60) for both teachers and students due to the limited population size. The sixty (60) respondent became the respondent. The instrument used for data collection was the questionnaire. It was content validated by two experts in education measurement and evaluation. The questionnaire was administered to the respondents twice at an interval of one week. The questionnaire was administered to sixty (60) respondents, that is teachers and students in two secondary schools used for the study and forty was returned, and used for the analysis and presentation of data. The analysis were presented in tables, the mean scores obtained from these tables were used to answer the research questions. Findings were made from which conclusions were drawn. Recommendations and suggestions for further studies were also made.
Title page:
Approval page:
Certification:
Dedication:
Acknowledgement:
Abstract
Table of content:
CHAPTER ONE
Background of the study
Statement of the problem
Purpose of the study:
Significance of the study
Research question:
CHAPTER TWO:
Literature review
The concept and objective of special education:
Notable legislative acts on special education in the Nigerian
System rights:
Challenges encountered by students under special
education programme:
Problems of special education:
Summary of literature review:
CHAPTER THREE:
Research method:
Research design:
Area of study:
Population of the study:
Sample and sampling techniques:
Instrument for data collection:
Validation of the instrument:
Method of data collection:
Method of data analysis:
CHAPTER FOUR:
Data presentation and analysis:
CHAPTER FIVE:
Summary, conclusion and recommendation:
Summary of procedure used:
Summary of principle findings:
Conclusions:
Recommendations:
Suggestions for further studies:
References:
Appendixes:
Background of the study.
From time to time an individual is born that is unable to function normally in his daily life. Also, from time to time an individual through events in his environment become unable to function normally in his daily activities. Such people are helped to his almost normal lines by educating them in a special way as the case may be. There are also individuals who are born “alone or highly alone normal” who also need special education. Therefore the concept of special education is to give such people as mentioned above the opportunity to become educated and able to be of use of themselves. Special education has undergone rapid changes in recent fears. Presently there are various definitions of special education developing on where each author tried to lay emphasis. However, Warren (2000) noted that special education is in place to provide additional services, support programmes, specialized placement, or environment to ensure that all students educational needs are provided for. According to him, there are many students who have special learning need and these needs are addressed through special education is an educational programs and assignments including special classes and programs and services designed to develop the educational potential of children with disabilities and the exceptionally gifted (Warren, 2000).
The National Policy on education (2004) in defining special education emphasis that:
“Special education is a formal special educational training given to people (children and adult) with special needs”.
Simply put, special education in education within the framework of general education provided for children with special needs, using special facilities, special teachers and material needs and fit into the special education provided for those who cannot benefit properly from the regular educational programme. It aim at rehabiutating children whose ability children whose ability or development and growth deviates from the normal to such an extant that need special education services for them to achieve. The deviation may be so significant that children cannot function adequately within the community or the school. As a result, the children required special education services to enable them develop to the maximum capacity both academically and society.
In Nigeria, the missionaries were the pioneers of education and even when the government became method in education missionaries were still allowed to operate schools and were given grants-in-aids to support the schools. The same interest in educating the general populace was transferred to the handicapped schools were established by the missionaries schools and voluntary organization across the country.
Mba (1981) indicated that one of the earliest attempts at providing formal services to the disabled in Nigeria is traceable to the Topo Industrial School for the maladjusted. The school was established near Badagari by the Roman Catholic Mission in 1876. Abang (1980) reports that the Sudan interior missionaries opened the first school for the blind in the country in Gindin in 1953. These schools are aimed at providing vocational skills for the disabled or handicapped while they were receiving treatment at various special center.
In 1933 the first residential centre for special education was established by the former Kano native authority in the form of a reformatory school to train juvenile delinquents to acquire vocational skills in order to become good and useful citizens. In 1936 the special education centre at Oji River was established by Dr. (Mrs.) D.F Money, Dr. (Rev.) Badeen and Daws for the treatment of leprosy. In 1958 two blind students joined the centre now enrolls physically impaired children and other impaired children who were given some remedial education and vocational training. And in 1956 a group of philanthropist started what was known as Wesley school for the deaf at Yaba Methodist School, Lagos.
Uro (2008) noted that in 1958, Dr and Mrs. R.C. West of the Baptist Mission, Ogbomosho Branch established a centre for the visually impaired. The centre provides vocational training for the blind adults and provide education for the usually impaired youths. In 1965, the child treatment and placement home school and established in Lagos for maladjusted and disturbed children. In 1960, the Ibadan mission school for the deaf was founded by the revered Andrew Foster a black deaf America. Later on, this school was merged with the once started in 1974 by Chief (Mrs.) Oyesolo (M.O.M) as a home for the young deaf. This very school was later renamed the Ibadan School for the Deaf. And in 1962, the per cell school for the blind children was established by he Catholic Mission. The school located in Surulere Lagos is one of the best primary schools for the blind in Nigeria. Presently many child treatment and placement homes or schools have been established in various parts of Nigeria. In addition, departments of special education in the Nigerian Universities have been established. Also, several departments of education offer special education as one of the under graduate courses in order to finish students teachers with skills in identifying, assessing and offering appropriate teaching to handicapped children.
Statement of the Problem.
There are lots of physically handicapped, mentally retarded persons e.t.c, in our streets in the major cities and even in rural areas of the country today. Sufficient facilities have not been put in place to actually provide equal education opportunities for all handicapped children and adults. This is true of the fact that the society claim to be aware of the existence of the disabled, but do not understand their conditions right from the olden days, up till nowadays, the handicapped have had to fight more or less a losing battle to be conceded to live as human beings in the society.
Secondary school teachers, students and even parents see the disabled as being imperfect, dependent and as people brought up in an unusual family environment. They believe that certain reasoning exerting their influence on the family and society, which can shape the attitude of both parents, teachers and other children towards the disabled. This stigma that go along with disability dents the self pride of both parents and children who are victim, and at the same time, disorganizes the ego.
It has been observed that, in the school environment the disproportionate care received by disabled children may incur the aggressive and attention seeking behaviour of other students who feel that such children are giving too much care. They bring this group sentiments into their feeling about disabled, and this in most cases, make them to institutionalize the child so early in life, wish him death, reject him or deprive him of certain rights and experience which they should be exposed to, will consequently deprive them of development as they have fewer situation from which to learn.
Purpose of the Study.
The purpose of this study is to find out the perception of secondary school teachers and students on the needs, problems and implication of special education in Enugu East Local Government area Enugu State.
1. Find out the perception of teachers and students on the problems, needs and implication of special education.
2. Identify the problems of special education in view of finding it in Enugu East.
3. Find out the challenges encountered by students under special education programme in schools.
Significance of the Study.
1. To help correct the misconception of secondary school teachers and students on the problems needs and implication of special education in Enugu East Local Government Area.
2. To help provide for children with special needs using special facilities, specialized teachers and materials and to assist them meet the peculiar needs and fit into the society.
3. That at the end of this research, the result gotten will help to improve the attitude of secondary school teachers and student toward children with special problems both in the school and the community at large.
4. That the research result will also help in the policy making.
Research Question.
The following research question will guides the study.
1. What are perception of students and teachers on the needs and implication of special education in Enugu East Local Government activity?
2. What are problems of special education in the school programme of activity?
3. What are the challenges encountered by students under special education programmes in schools?
SHARE PROJECT MATERIALS ON:
Perceptions of secondary school teachers and students on the need, problems, and implications of special education can vary widely depending on their individual experiences and perspectives. Here are some common themes and viewpoints that may be present in their perceptions:
1. The Need for Special Education:
- Teachers’ Perspective: Many teachers recognize the importance of special education in addressing the diverse needs of students with disabilities. They may feel that special education is necessary to provide individualized support and accommodations to help these students succeed academically and socially.
- Students’ Perspective: Students may have varying views on the need for special education. Some may understand and appreciate the value of inclusive education and the support it provides to their peers with disabilities. Others may have misconceptions or limited awareness of special education’s role.
2. Problems and Challenges:
- Teachers’ Perspective: Teachers often face challenges in implementing special education programs, including limited resources, large class sizes, and a lack of training in working with students with diverse needs. They may also encounter resistance from colleagues or administrators who do not fully support inclusive practices.
- Students’ Perspective: Students may observe some of the challenges that their teachers face, such as overcrowded classrooms or insufficient support for students with disabilities. They may also witness instances of bullying or exclusion, which can be problematic in inclusive settings.
3. Implications of Special Education:
- Teachers’ Perspective: Teachers may see positive outcomes resulting from special education, such as improved academic performance, increased self-esteem, and enhanced social skills among students with disabilities. However, they may also express concerns about the potential for stigmatization or segregation if not implemented properly.
- Students’ Perspective: Students may perceive the implications of special education differently. Some may recognize the positive impact of inclusive practices, such as building empathy and understanding. Others may feel that it leads to more work for teachers or changes the classroom dynamic.
4. The Role of Awareness and Education:
- Teachers’ Perspective: Many teachers believe that raising awareness and providing professional development opportunities on special education can address some of the challenges and misconceptions surrounding inclusive education.
- Students’ Perspective: Students can benefit from education and awareness campaigns that promote inclusivity and reduce stigma. When students are informed about the importance of accommodating diverse needs, they are more likely to support their peers with disabilities.
In conclusion, perceptions of the need, problems, and implications of special education among secondary school teachers and students can be influenced by various factors, including personal experiences, training, and awareness. Effective communication, professional development, and a commitment to inclusive education can help address challenges and promote a more positive perception of special education in secondary schools.