Early Childhood

Permanent URI for this collectionhttps://irepos.unijos.edu.ng/handle/123456789/11208

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    ANALYSIS OF EARLY CHILDHOOD EDUCATION FOR CHILDREN WITH SPECIAL NEEDS IN NIGERIA
    (NATIONAL JOURNAL OF INCLUSIVE EDUCATION, 2015-07) Gaji Fatima Dantata Ph.D
    The study investigated the situation of special early childhood education programme in Nigeria. This involved an appraisal of the programme which focused on the major components such as; availability of special early childhood education programme itself; significant roles of specialists in the provision of services, and existing potentialities in the provision of special early childhood education in the country. Three research questions were stated for the study. A descriptive survey was adopted to ascertain the position regarding the programme setting and establishment of ECCDE sections in public schools. The population of the study includes every nursery school located in the public school setting. The special nursery preschool provisions in the states visited automatically inform the research sample. A test –retest validity was established for ECESQ and a coefficient value of 0.71 was obtained, confirming the applicability of the instruments. Descriptive statistical analysis was used, which were in the form of calculation of percentages and ratios. Findings indicate that services for children with special needs are very scarce and almost unnoticeable in Nigeria, and almost exclusive private entrepreneurship of the minimal services available. There is, however, potential base for the development of early special needs education programmes. The findings have relevant implications for the establishment of special early childhood education in Nigeria.
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    ACHIEVING INCLUSIVE EDUCATION FOR CHILDREN WITH SPECIAL NEEDS AT THE PRIMARY SCHOOL LEVEL IN NIGERIA
    (Journal of Childhood and Primary Education, 2005) Yakwal, S. M.; Oriade M. N.; Dala B. G.
    The paper attempts to examine the possibility of achieving inclusive education for special needs children at the primary school level in Nigeria. It casts a search light on the concept, rationale and philosophy of inclusive education as well as identifies the beneficiaries of this kind of arrangement in the Nigerian context. The paper further examine the areas that adequate attention must be paid for the achievement of successful inclusion in educational arrangements for special needs children at the primary school level. Finally, it mentions some of the benefits of achieving inclusive education for special needs children and concludes that achieving inclusive education for special needs children at the primary school level in Nigeria is attainable and must be vigorously pursued for the growth and development of the country.