FORECASTING EFFECTIVE IMPLEMENTATION OF INCLUSIVE EDUCATION FOR STUDENTS WITH LEARNING DISABILITIES: AN EXAMINATION OF ADMINISTRATORS' AND TEACHERS' PERCEPTIONS IN CROSS RIVER STATE, NIGERIA

Richard Patrick

Authors

Richard Patrick Department of Educational Foundations/Guidance and Counselling University of Calabar, Calabar, Nigeria

Keywords:

Inclusive education, learning disabilities, effective implementation

Abstract

This study investigates the forecasting of effective implementation of inclusive education for students with learning disabilities, focusing on the perceptions of administrators and teachers in Cross River State, Nigeria. Inclusive education aims to provide equal opportunities and support for all students, including those with learning disabilities. However, successful implementation requires a comprehensive understanding of stakeholders' viewpoints. This research employs qualitative methods to gather insights from administrators and teachers regarding the challenges, facilitators, and strategies related to inclusive education. The findings highlight the importance of teacher training, infrastructure development, parental involvement, and policy support in ensuring successful implementation. By analyzing the perceptions of key stakeholders, this study contributes to enhancing the formulation of policies and practices that foster a more inclusive educational environment.

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