Inclusive Education in Nigeria: An Appraisal on the Roles and Challenges

Facing History Teachers

ATTAH Jonathan
Department of Social Studies
Federal College of Education, Zaria
Kaduna State
[email protected]

Abstract

The idea of inclusiveness in education was meant to allow special education needs (SENs)
students speed most if not all of their time with their non-disabled colleagues. Today, inclusivity
idea is no longer defined by physical and cognitive disabilities but also adopts some wide range of
human diversity reference to gender, ability, age, culture, language and other human features.
This paper explores the concept and policy of inclusive education in Nigeria. More specially, it
considers the roles of history teachers in facilitating the implementation of inclusive education
among both physical and cognitive students in schools. The paper also covers some current issues
and challenges of inclusive education in Nigeria and identifies the important component and
forms of inclusive education that if properly carried out, will lead to change in the successful
implementation of inclusive education. The study adopted a historical and descriptive research
method. Some of the challenges of inclusive education in Nigeria were lack of knowledge on the
part of classroom teachers, attributed to poor training from the teaching schools and the issue of
inadequate funding of projects and programmes. This paper recommends that one way of
overcoming the challenges is to improve on the teachers training methods which can increase
competence and foster professional skills, attitude and beliefs for effective implementation of
inclusive education practices. The government at federal, state and local levels should also
increase campaign to create awareness in order to enlighten parents on the need to send their
children with special needs to schools.

Introduction
The central purpose of establishing schools is to ensure that all students have
access to acquire knowledge, information and skills that will prepare them to
contribute to communities’ development, as well as to have better and
independent lives. Thus, the success of every student in schooling processes
depends on the quality of the teachers and their attitudes towards teaching and
learning. The study unraveled the current development in inclusive education
system in a broader discussion about the roles of history teachers in educating
students more effectively than may have been done in the past decades in
Nigerian schools. The concept and philosophy of inclusive education as an
The Journal of Zaria Historical Research (ZAHIR) Vol. 5 No. 2 A B U, Zaria, Nigeria 147
 Inclusive Education in Nigeria: An Appraisal on the Roles and Challenges Facing History Teachers

approach gain an international recognition when the United Nations (UN)

promoted the idea of “Education For All” (EFA) at the conference in Thailand in
1990.

In a similar vein, the Salamanca conference in 1994 by United Nations Education

Scientific and Cultural Organization (UNESCO) designed a policy statement on
inclusive education which urged nations to development educational systems that
can respond to the diverse needs of heterogeneous students’ population including
those with special needs1. Although equality of education systems has become a
prominent agenda of international organization, the successful implementation of
inclusive education practice is largely dependent on teachers. According to
Salami Adeyemi Rilwan, inclusive education was not a norm in Nigerian
schools2. In confirming this assertion, Awambe Kelvin, argued that, years ago,
special classes were created for students with special needs, and special educators
felt that if they would teach the students separately in smaller groups, they would
help them to catch up.3

However, it was observed that, students in segregated special education classes

have fallen further behind. In a similar vein, students with special educational
needs taught in inclusive classes made better or comparable academic progress
compared to students in segregated classes.4 Also, these students are fared better
in regard to acceptance, interaction and peer relationships.5 Consequently, it is
obvious that this trend of class segregation cannot be sustained in Nigerian
educational system hence; this justifies the need for the full implementation of

1
UNESCO, The Salamanca Statement on Principles, Policy and Practice in Special Needs
Education,
(Paris,www.unesco.org/education/educprog/sne/salamanc/stateme.html, 1994, paragraph 2)
Retrieved on 07/08/2020
2
Salami Adeyemi Rilwan, Challenges in the Nigeria educational system: Issues and Prospects
(Ibadan: Blossom publishers, 2013) 42-46.
3
Awambe Kelvin, “Inclusive education programmes: Roles and challenges of guidance and
Councilors,” Journal of National Association for Exceptional Children 21, no.1 (2019): 206-
212
4
Odom Samuel, Buysse Virginia and Soukakou Elena, “Inclusion for young children with
disabilities: A quarter century of research perspectives,” Journal of Early Intervention, 33, no.4
(2011): 344–356.
5
Buysse Virginia, Goldman Barbara Davis, and Skinner Martie, “Setting effects on friendship
formation among young children with and without disabilities.” Journal ofExceptional
Children68, (2002): 503– 517.
148 The Journal of Zaria Historical Research (ZAHIR) Vol. 5 No. 2 A B U, Zaria, Nigeria
 Inclusive Education in Nigeria: An Appraisal on the Roles and Challenges Facing History Teachers

inclusive education system. Dinesh Kumar and Shruti Kirti Rastogi opined that,
the basic philosophy behind inclusive education is that children, who learn
together, learn to live together. For them, it is a new approach to common
schooling for all children with access to a curriculum appropriate for all pupils.6

In recent times, the concept of inclusive education or inclusivity in the teaching

and learning process in Nigerian schools is no longer defined by physical and
cognitive disabilities of students, but also includes a full range of human diversity
with references to culture, gender, language, ability, and all other human features.
It is against this backdrop that the roles of history teachers become inevitable in
schools’ setting, particularly with respect to the implementation of inclusive
education policy. History is an integral component of any educational system. It
helps in boosting the confident of students with any form of disability to maintain
a positive view of them and encourage them to be more productive to the society
at large.

Concept and Component of Inclusive Education

Inclusive education entails an educational system which allowed all students
irrespective of their physical and cognitive disabilities to receive instruction in the
same educational setting. Inclusive is a radical departure from the traditional
segregation approach of educating children with disabilities which involves the
adaption of regular school practice to suit the needs of children with disabilities.7
Inclusive education as a full integration of learners with and without special needs
into the same classrooms and schools and thereby expose them to the same
opportunities.8 It means that all students in a schools regardless of their strength
and weakness in any area become part of the school community where they are
taught to play together, communicate without possible labeling and discrimination
of any sort.9 It is a process that allowed children to be seen as equal members of

6
Dinesh Kumar and Shruti Kirti Rastogi, “Inclusive education: Changing role and responsibilities
of teachers.” Internet Material Retrieved on 07/08/2020 from https://www.researchgate.net/
publication/ 305494453, pdf files.
7
Florence Banku Obi, and Ashi, Mary, “Inclusive Education in Nigeria: Access and Equity.”
Journal of Education and Practice 7, no.5 (2016): 168-171.
8
Sambo, Anpe Maria and Gambo Morice Bwoi, “Administration of inclusive education in
Nigerian schools: Issues and implementation strategies.” National journal of inclusive
education 3, no.1 (2015), 107-115.
9
Awambe Kelvin Op cit 206-212.
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 Inclusive Education in Nigeria: An Appraisal on the Roles and Challenges Facing History Teachers

the classroom without being marginalized by their colleagues. According to the

Federal Ministry of Education defined inclusive education as the process of
addressing all barriers and providing access to quality education to meet the
diverse needs of all learners in the same learning environment.10

Consequently, Garuba Ayo identified some key components of inclusive

education that must be in place for its successful implementation in Nigerian
schools as follows;
 A sense of belonging to a group (all students are considered active
members of the class). In an inclusive environment, students who have
disabilities feel welcomed as those without disabilities.11
 Heterogeneous group: All students including those with special need are
educated together in groups with those without disabilities.
 Share activities with individualized outcome: They share educational
experience (lessons, laboratories, fieldwork and group learning at the same
time). The learning objectives for the students are individualized to meet
each student learning needs.
 Use of environment frequented by individuals without disabilities: The
learning experience takes place in general education classrooms and
community work sites.

In a similar vein, Ozoji Emeka Desmond, outlined the following goals of

inclusive education as;
 To build supportive school community that is able to identify and
minimize barriers to learning and participation.
 To provide education for all children with diverse learning needs within
their structured schools community.
 To ensure successful learning and social experience competence.
 To empower children who are hitherto excluded or isolated.
 To educate more children better, and
 To enable students to participate in mainstream education to the best of
their abilities, etc.12

10
Federal Ministry of Education,National policy on inclusive education in Nigeria:
Guideline for implementing the national policy on inclusive education (Abuja: Federal
Ministry of Education Press, 2016), 1-44.
11
Garuba Ayo, “Inclusive education in the 21th century: Challenges and opportunities for
Nigeria.” Asia Pacific Disability Rehabilitation Journal 4, no.2, (2013), 191-200.
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 Inclusive Education in Nigeria: An Appraisal on the Roles and Challenges Facing History Teachers

Forms of Inclusion
Aneesunnisa Begum identifies three forms of inclusion as follows:
 Physical inclusion: This form of inclusion has received consistent
promotion and support from the government. In this case, all policies and
regulations are made toward the realization of free and compulsory
education for all children. Thus, no institution can deny admission to a
child with any form of physical disability.13
 Cognitive inclusion: This is the process in which the educational
institutions allowed the children with special educational needs to study in
general classrooms with their non-disable colleagues. This process gives
all children equal opportunity to learn, understand, and respond to
questions at appropriate time and manner in the course of teaching and
learning process in the class.
 Social inclusion: This form of inclusion generally occurred in our day to
day activities in the society. It involves the general acceptance of person
with physical and cognitive disabilities in the socio-economic strata of the
society. This gradual acceptance by the public was achieved through the
help of the mass media, government policies, and educating the populace
which brings about attitudinal changes in the society.

The Role of History Teachers

Teaching is dynamic and in many ways becoming a more cumbersome profession
in Nigeria as a result of increasing numerous contradictory expectations from the
parents, and the society at large. Consequently, to achieve the goal of
professionalism in teaching, it is imperative that history teachers in particular
adopt the use of several teaching methods in implementing the contemporary
curricula which promote competency, performance and is students centric based.
According to Carr E.H, “history is the continuous interaction between the
historian and his facts and unending dialogue between the present and the past”. 14
Smit cited in Okpeh Jr sees history as the totality of all the changes that humanity

12
Ozoji Emeka Desmond, Special needs education and rehabilitation for beginner professionals,
(Jos: Deka publication, 2005), 27-35.
13
Aneesunnisa Begum, “Inclusive education: Issues and challenges,” Scholarly Research Journal
for Interdisciplinary Studies, no.35, (2007), 6563-6571.
14
Carr Edward Hallet, What is History, (London: Macmillan press, 1954).
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 Inclusive Education in Nigeria: An Appraisal on the Roles and Challenges Facing History Teachers

and society have undergone the study of which is also known as history.15 Thus, it
is the role of history teachers to understand how physical and cognitive disability
affects students’ ability to learn academic skills or to adapt to social environment.
As observed by Mastropieri and Scruggs that a regular classroom teacher is
responsible for any adaptation that may be necessary for students’ success in
learning environment; consequently this teacher must have the necessary
knowledge and skills needed to develop and use curricula to satisfy the diverse
needs of his students.16

We are living in an era in which parents have high expectation that their children
will learn high-level skills such as how to access, analyze and scrutinize vast
quantities of information. In a similar vein, teachers are being evaluated by their
ability to have students past test that often give no value to disabilities.17 It is on
this note that history teachers should use their skills to modify assignments for
students and redesign the classroom activities in order to meet the specific interest
of the students, regardless of their capabilities. These teaching skills can be used
not just at the primary, secondary levels, but also at the higher institutions. It
means more activity based teaching rather than the conventional or traditional
method which is teaching –centered and lecture method commonly observed in
history class.

More so, history teachers assist students with physical and cognitive disabilities to
solve complex problems that require knowledge from other related disciplines.
They are responsible for teaching and inculcating into children those isolated
skills and information acquire from other disciplines. This in turn creates an
opportunity for these students to accept themselves in spite of their differences
and encourage cooperation as well as become more resourceful and creative in the
society.
Generally speaking, teachers are expected to meet the needs of all students and
move them towards attainment of their individual potential even as they are
pressured to prepared students for maximum performance on high-stakes

15
Okpeh Okpeh Ochayi Jr, “The Idoma and Minority Group Politics in Northern Nigeria 1946-
1960: A study in an aspect of the National Question.” (M.A Thesis, University of Jos, 1994)
44-51.
16
Mastropieri Margo and Scruggs Thomas, The inclusive classroom: Strategies for
effectiveinstructions (NY: Pearson pub, 2004), 14-20.
17
Sharma, Kaushal, Learning beyond the classroom (New Delhi: S.R Publishing House, 2013),
15.
152 The Journal of Zaria Historical Research (ZAHIR) Vol. 5 No. 2 A B U, Zaria, Nigeria
 Inclusive Education in Nigeria: An Appraisal on the Roles and Challenges Facing History Teachers

assessment tests this is the primary measure of students and schools success. 18
Here are some roles which history teachers must play for successful
implementation of inclusive education in Nigeria schools.
 The teacher should take care and assist the economically disadvantaged
children and youths and be willing to work with them.
 History teachers most accept, appreciate, and promote the culture and
characteristics of disabled students which will encourage cooperation as
well as enhance social relatives among students.
 The teacher should observe the students behavior in various class settings
which will help him/her in individual assessment.
 The teacher should be able to plan and apply a variety of instructional
techniques when teaching.
 The teacher should develop the skills in the selection of appropriate
teaching methods to manage individual and group behavior in class.

If history teachers play these roles together with their skills and competencies, the
goals of inclusive education in Nigeria schools will be attained.

Challenges of History Teachers in the Implemention of Inclusive Education

It should be noted that no government in the world can switch overnight from
integrated approaches of education to inclusive education system. Thus, “twin
track” approaches may be adopted meaning that special or integrated initiative
and inclusive schools sit-side-by-side as governments work towards the proper
inclusion of all children in line with human rights principles within mainstream
education system over time.19 According to Education For All (EFA) Nigeria
report cards for 2005, 2006, and 2007 cited in Iwuamadi, F. N. and Obasi M.O,
succinctly outlined the several challenges in the educational sector that tend to
affect the implementation of inclusive education as follows:
 Erratic and inadequate funding of projects and programmes;
 Massive neglect in the development of functional school libraries over the
years;

18
Spalding Elizabeth, Klecka Cari, Lin Emili, Odell Sandra and Wang Jian, “Social justice and
teacher education: A Hammer, a Bell, and a Song.” Journal of Teacher Education, 61, no.3
(2010)191-196
19
Lucy Akinyi Eunice, Ezekiel Onyango Nyangia, and John Aluko Orodho, 39-50.

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 Inclusive Education in Nigeria: An Appraisal on the Roles and Challenges Facing History Teachers

 Lack of adequate available reliable and up-to-date baseline data to

facilitate effective planning;
 Inappropriate socio-cultural and religious practices;
 Providing child-friendly environment through the renovation of
dilapidated, physical structures;
 Funding remains a huge challenge in all sectors and particularly so in the
non-formal education sector with serious implications for the adequate
provision of basic infrastructure, equipment, instructional materials and
transportation for facilitators, teachers and supervisors to reach distant
places etc.20

Generally speaking, teachers training programmes, teacher attitude, and

availability of teaching materials and equipment provision as well as financial
sources are among the top challenges facing the implementation of successful
inclusive education in Nigeria. Teachers’ attitude toward inclusive education
remains the ultimate challenges since it is often influenced by the presence of all
other factors itemized above.

Conclusion
Inclusion of physical and cognitive disability students have become a matter of
priority in countries around the world and in Nigeria in particular. The successful
implementation of inclusive education in Nigeria requires dedication and
willingness on the parts of all stakeholders especially teachers. Dinesh Kumar and
Shruti Kirti Rastogi observed that teachers for inclusive education must have
skills to identify the specific needs of each individual learner, and respond to them
by deploying a wide range of teaching strategies and have the ability to work in
close collaboration with colleagues, parents and the wider community. The
objective of EFA is to achieve equal educational opportunities for all children in
the 21st century, despite their peculiarities. Presently in Nigeria, inclusive
education still remains in the realm of rhetoric and far from effective practice as a
result of poor policy implementation and lackadaisical attitude of the teachers, the
populace and the government. Based on these findings, the following
recommendations are made;

20
Fidelia Iwuamadi and Mang Obas, “Challenges of adopting inclusive education inNigerian
school system,” Journal of Assertiveness 2, no.4 (2015), 54-65.
154 The Journal of Zaria Historical Research (ZAHIR) Vol. 5 No. 2 A B U, Zaria, Nigeria
 Inclusive Education in Nigeria: An Appraisal on the Roles and Challenges Facing History Teachers

 There should be record keeping or data of all children with physical

cognitive disability in order to ensure adequate planning which should be
proactive and realistic.
 The government at federal, state and local levels should increase campaign
to create awareness in order to enlighten parents on the need to send their
children with any form of disability to schools.
 Teachers’ training schools should improve on the teachers training
methods which can increase competence and foster professional skills,
attitude and beliefs for effective implementation of inclusive education
practices.
 Most of the schools for children with special needs in Nigeria are
concentrated in urban areas, big cities and local government headquarters.
The majority of children with disability who live in rural areas do not get
benefit from these schools. Hence justify the need to establish inclusive
schools in rural areas.
 There should be community involvement and partnerships between
government agencies and Non-Governmental Organizations (NGOs)
which will be instrumental in promoting inclusive education.

References
AneesunnisaBegum, ‘Inclusive education: Issues and challenges,’ Scholarly
Research Journal for Interdisciplinary Studies 4, no.35, (2007).
Awambe Kelvin, ‘Inclusive education programmes: Roles and challenges of
guidance and Councilors,’ Journal of National Association for Exceptional
Children 21, no.1 (2019).
Buysse Virginia, Goldman Barbara Davis, and Skinner Martie, ‘Setting effects on
friendship formation among young children with and without disabilities,’
Journal of Exceptional Children 68, (2002).
Carr Edward Hallet, What is History, (London: Macmillan press, 1954).
Dinesh Kumar and Shruti Kirti Rastogi, ‘Inclusive education: Changing role and
Responsibilities of teachers,’ Internet Material Retrieved on 07/08/2020
from https://www.researchgate.net/ publication/ 305494453, pdf files.
Florence Banku Obi, and Ashi, Mary, ‘Inclusive Education in Nigeria: Access and
Equity,’ Journal of Education and Practice 7, no.5 (2016).
Federal Ministry of Education, National policy on inclusive education in Nigeria:
Guideline for implementing the national policy on inclusive education
(Abuja: Federal Ministry of Education Press, 2016).
The Journal of Zaria Historical Research (ZAHIR) Vol. 5 No. 2 A B U, Zaria, Nigeria 155
 Inclusive Education in Nigeria: An Appraisal on the Roles and Challenges Facing History Teachers

Fidelia Iwuamadi and Mang Obas, ‘Challenges of adopting inclusive education in

Nigerian school system,’ Journal of Assertiveness 2, no. 4 (2015).
Garuba Ayo, ‘Inclusive education in the 21th century: Challenges and
opportunities for Nigeria,’ Asia Pacific Disability Rehabilitation Journal 4,
no.2, (2013).
Jha Milind, ‘Barriers to access and success: Is Inclusive education an Answer?’
(Paper presented at the commonwealth of learning, Pan- Commonwealth
forum on open learning: Open learning transforming education for
development, Durban, South Africa on 29July-2 August 2002).
Lucy Akinyi Eunice, Ezekiel Onyango Nyangia, and John Aluko Orodho,
‘Challenges facing implementation of inclusive education in public
secondary schools in Rongo Sub- County, Migori County, Kenya,’ Journal
of Humanities and Social Science20, no.4 (2015).
Mugenda Olive and Mugenda Able, Research methods: Qualitative approaches
(Nairobi: Publishers Act Press, 1999).
Mastropieri Margo and Scruggs Thomas, The inclusive classroom: Strategies for
effectiveinstructions (NY: Pearson pub, 2004).
Ozoji Emeka Desmond, Special needs education and rehabilitation for beginner
professionals, (Jos: Deka publication, 2005).
Odom Samuel, Buysse Virginia and Soukakou Elena, ‘Inclusion for young
children with disabilities: A quarter century of research perspectives,’
Journal of Early Intervention 33, no.4 (2011).
Okpeh Okpeh Ochayi Jr, ‘The Idoma and Minority Group Politics in Northern
Nigeria 1946-1960: A study in an aspect of the National Question,’ (M.A
Thesis, University of Jos, 1994).
Sambo Anpe Maria and Gambo Morice Bwoi, ‘Administration of inclusive
education in Nigerian schools: Issues and implementation strategies,’
National journal of inclusive education 3, no.1 (2015).
Salami Adeyemi Rilwan, Challenges in the Nigeria educational system: Issues
and Prospects (Ibadan: Blossom publishers, 2013).
Sharma, Kaushal, Learning beyond the classroom, (New Delhi: S.R Publishing
House, 2013).
Spalding Elizabeth, Klecka Cari, Lin Emili, Odell Sandra and Wang Jian, ‘Social
justice and teacher education: A Hammer, a Bell, and a Song,’ Journal of
Teacher Education, 61, no.3 (2010).
UNESCO, The Salamanca Statement on Principles, Policy and Practice in Special
Needs Education,

156 The Journal of Zaria Historical Research (ZAHIR) Vol. 5 No. 2 A B U, Zaria, Nigeria
 Inclusive Education in Nigeria: An Appraisal on the Roles and Challenges Facing History Teachers

(Paris,www.unesco.org/education/educprog/sne/salamanc/stateme.html,
1994, paragraph 2) Retrieved on 07/08/2020

The Journal of Zaria Historical Research (ZAHIR) Vol. 5 No. 2 A B U, Zaria, Nigeria 157