Teachers' negotiations of inclusive practice in Nigerian classrooms
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Date
27/11/2015Author
Taiwo, Mary Moyosore
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Abstract
This research investigates the practices of teachers in Nigerian classrooms where
children with disabilities are being educated alongside their peers. The research
objective was to develop an understanding of how teachers in Nigerian classrooms are
developing their practice. Since the commitment the Nigerian government to the
provision of universal basic and inclusive education for all children, research and reports
on what the implementation of inclusive practice entails have been carried out. These
have been largely quantitative, focusing on the percentage of children with disabilities
who now have access to basic education and the percentage of these children in regular
schools or classrooms. The research in Nigeria has used surveys to determine the
attitudes and readiness of teachers and school administrators to implement inclusive
practice. The problems of implementing inclusive practice have also received attention.
It is against this background that this qualitative inquiry seeks to understand what is
happening in classrooms with regard to the teaching and learning of all children. To
address the main research question, how are teachers with experience of inclusive
education developing practice in Nigerian classrooms? qualitative data was generated
over eight weeks through the use of semi-structured (non-participant) classroom
observations, which were followed-up by semi-structured interviews with 12 teachers
from three different schools. To further enhance the understanding of the teachers’
developing practices, the schools’ administrators (either the principal or vice principal)
and the resource persons were also interviewed. The overall design of the study was an
instrumental-collective case study in which teachers were purposively sampled on the
basis of their experience of inclusive education. This design was based on the
understanding that inclusive practice is developed through an interaction of what
teachers do, what they believe and what they know. Thus, a single factor of readiness
and a positive attitude does not fully account for the development of practice (Rouse,
2008).
The framework for participation, developed by Black-Hawkins (2010; 2014), guided the
process of data generation and the analysis. This research is based on an understanding
of inclusive practice as a process of addressing and responding to diverse learning needs
that emphasizes how this response is provided. This understanding provided the premise
within which the data was deductively (i.e. theoretically driven) analysed. An inductive
approach to the analysis was also added to the deductive process of analysing the data
generated in order to develop an understanding of the case teachers’ classroom practices.
Three main findings emerged from this study. Firstly, teachers’ actions are influenced by
their understanding of what teaching and learning are, as well as their knowledge and
beliefs about the process through which children with disabilities are expected to learn.
Case teachers’ knowledge was found to have significantly influenced their practices.
Secondly, there was an absence of collaborative efforts between teachers and/or between
teachers and resource persons available within the school context. This absence of
collaboration is often associated with a lack of understanding or clarity with regard to
the role of resource persons. Thirdly, this study identified barriers and opportunities that
were embedded in teachers’ developing practice. The barriers include an absence of a
sense of shared values in the classroom between all members of the classroom
community, while the opportunities include the use of information from students with
disabilities as a source of support to enhance classroom practice.
This research contributes to the literature on inclusive classroom practice, especially the
strand of literature that in recent years has called for investigations into what inclusive
classroom practice comprises and when such practice can be identified on the basis of
clearly stated underpinning principles (Florian, 2014b). In using clearly identified
principles, it was possible to identify that both inclusive and exclusive practices can be
present in the same classroom context and why this is so. Through the use of the
framework for participation and theoretical ideas developed and used in researching
inclusive education in a different context, this thesis has demonstrated the extent to
which these ideas can be applicable in other contexts. In so doing some findings have
been reasserted and new insight situated in a particular context has been developed. It is
therefore argued that understanding the processes of developing inclusive practice
requires a need to situate practice in the broader cultural assumptions, expectations and
values of teaching and learning.
The findings are discussed and recommendations such as the need for a more deliberate
and collaborative efforts in working with resource persons to enhance classroom
teachers’ ability to address learning difficulties while developing their inclusive
classroom practice are made. The conclusion drawn is that teachers with experience of
inclusive education in Nigeria are developing practice that meets some of the theoretical
standards of inclusive classroom practice. Regardless of this, there are certain cultural
assumptions, understandings and ideas that need to be reflected on and reviewed in order
for practice to be further developed and improved upon in Nigeria.