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ERIC Number: ED543446
Record Type: Non-Journal
Publication Date: 2013-May
Pages: 6
Abstractor: As Provided
Reference Count: 15
ISBN: N/A
ISSN: ISSN-2161-6248
Learners with Disabilities in an Inclusive Education Setting in Nigeria: Implications for Administrators
Eskay, Michael; Oboegbulem, Angie
Online Submission, US-China Education Review B v3 n5 p313-318 May 2013
Education in an inclusive setting appears to be a concept in this 21st century. This concept is beginning to gain recognition in the field of education. Children with and without disabilities are gradually being educated together in large scale societies. This is because most large scale countries have begun to recognize, appreciate, and accept children with disabilities in inclusive classrooms. In Nigeria, inclusive education has not fully gained recognition due to governmental policies. These policies help in the formulation and implementation of special education programs for learners with disabilities in Nigeria. The authors looked at inclusive education policies in relation to placement, legal mandate, assessment, least restrictive environment, identification and referral, and instructional programming. Finally, in this paper, recommendations and conclusion are provided.
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Nigeria