INCLUSIVE EARLY CHILDHOOD EDUCATION FOR CHILDREN WITH LEARNING DISABILITIES: TEACHERS’ KNOWLEDGE, CHALLENGES AND OPPORTUNITIES

Abstract

The prevalence of pupils with learning disabilities is quite high in Bayelsa State, Nigeria and this condition has not been accompanied with adequate treatment. In fact, an understanding of children with learning disabilities itself is still limited in the State. There are opinions for and against inclusion of children with learning disabilities. The aim of this study was to portray teachers’ knowledge and experience dealing with pupils with learning disabilities in inclusive early childhood education in Bayelsa State and its implication in providing learning accommodations and modifications for pupils with learning disabilities. Also to develop the capacity of teachers to make their classroom more inclusive for children with disabilities in the process provide all their pupils with an improved standard of education. The study adopted the descriptive survey design, observation and questionnaire was used for data collection. Observation used as guide in the form of a checklist of pupils with learning disabilities that arise based on the knowledge and experience of teachers and questionnaire along with the efforts of teachers to accommodate and modify learning. The findings of the study revealed that the teachers still do not understand how to distinguish between children with learning disabilities and children with difficulties in the classroom. Furthermore, the teachers provide curriculum adjustments as a part of learning accommodation and modification on the basis of the knowledge and experience they have. It was concluded that, inclusive education is every child’s right and should be free, compulsory, good quality and available in local communities. As much as possible, all children including children with disabilities should attend their local neighbourhood schools and learn alongside other children. Also, the above commitments means more and more children with learning disabilities in an inclusive classroom setup should be equipped with the necessary skills to accommodate and modify. Also the teacher training programme should be comprehensive enough to prepare teachers who are able to apply a specific body of knowledge within the unique integrated classroom setting.