Teacher resources available to facilitate inclusive educational practices in pre-schools within Obio-Akpor in Nigeria
- January 31, 2022
- Posted by: rsispostadmin
- Categories: Early Childhood, IJRISS, Social Science
International Journal of Research and Innovation in Social Science (IJRISS) | Volume VI, Issue I, January 2022 | ISSN 2454–6186
Chima-Uzosike Ngozi, Michael Subbey
Department of Early Childhood Education, Faculty of Educational Studies, University of Education, Winneba, Ghana
1.Introduction
Education is one of the tools humanity uses to help in developing society through man. Since society needs the contributions of everyone in developing it, a lot of efforts are made through research and others to educate almost everybody in society in contributing to it. The mind of the individual has to be trained to a level that it would be beneficial to each member of the society.
In creating a better society, we could not depend on one person in carrying out the desired development else society or community would lag behind. Hence every person whether with any form of disability or not has to be developed to his/her full potential. Inclusive education has been internationally recognized as a philosophy for attaining equity, justice and quality education for all children, especially those who have been traditionally excluded from mainstream education for reasons of disability, ethnicity, gender or other characteristics (Nguyet & Ha, 2010).
Inclusive education has been widely defined as a process intended to respond to students’ diversity by increasing their participation and reducing exclusion within and from education (Nguyet & Ha, 2010). This definition considers inclusive education beyond disability issues and includes quality teaching, the attendance, involvement and achievement of all students, especially those who, for different reasons, are excluded or at risk of being marginalized (UNESCO, 2009).
The Salamanca Statement on Principles, Policy and Practice in Special Needs Education (Salamanca Declaration) from 1994 is the cornerstone of understanding the practice of inclusive education. Inclusive education happens when children with and without disabilities participate and learn together in the same classes with the right support in place. Research showed that when a child with disability attends classes alongside with his/her peers who were not having any disability, it benefits the child with disability (UNESCO, 2009).
Children with disabilities and their families continue to face significant barriers to accessing inclusive high-quality early childhood programs and too many preschool children with disabilities are only offered the option of receiving special education services in settings separate from their peers without disabilities (Anaby, Law, Coster, Bedell, Khetani & Teplicky, 2014). It is well documented that the beginning years of all children’s lives are critical for building the early foundations of learning and wellness needed for success in school and later in life. During these years, children’s brains develop rapidly, influenced by the experiences they share with their families, teachers, peers, and in their communities. Like all children, it is critical for children with disabilities to be exposed to a variety of rich experiences where they can learn in the context of play and everyday interactions and engage with their peers with and without disabilities.
