Inclusive Education in Nigeria—A Myth or Reality?

Rasheed Adenrele Adetoro

Department of Social Studies, Federal College of Education, Abeokuta, Nigeria.

DOI: 10.4236/ce.2014.520198                

Abstract

As democracy entails freedom of association, so should it be for inclusive education in Nigeria. This paper therefore jettisoned the current practice of segregational effort on special education for the challenged and thereby recommended total inclusive education as a better practice for Nigeria classrooms. Practically, it recommended a policy twist in favour of inclusive education as part of the National Policy on Education as well as adequate retraining of teachers in inclusive education pedagogies and provision of abundant resources to support inclusive education learning.

Keywords

Inclusive, Education, Disabilities, Handicapped, Integration

Conflicts of Interest

The authors declare no conflicts of interest.

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