Inclusive Education: A Qualitative Approach On The Challenges For Praxis In Nigeria And Fiji

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Victor Alasa , Taraivini Raiula


The purpose of this research was to comparatively evaluate the praxis of inclusive education in Nigeria and Fiji using a qualitative approach. An entrenched qualitative method design and 21 participants were purposively sampled for the study. The participants were people sampled who have connections at some level with the field of disabilities. They were teachers-in-training, teachers, lecturers, persons with disabilities, or employers of persons with disabilities. The study’s findings indicate that inclusion of learners with disabilities in Nigeria and Fiji is inundated with numerous challenges. These include negative attitudes of teachers and society, the dearth of infrastructures, access difficulties, non-involvement of persons with disabilities in policy formulation and implementation and many more. The findings have implications for policy formulation and implementation, both at National level and institutional based policy on disabilities, and a viable teacher education and development programme. The study recommends a new perspective to teacher education programme, heightened public awareness campaign to foster inclusive culture in the society; and suggests further research themes to incorporate ICT and inclusion.

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