Volume 15

TEACHERS' PERCEPTION OF BARRIERS TO INCLUSIVE EDUCATION IN EARLY CHILDHOOD EDUCATION IN OYO EAST LOCAL GOVERNMENT, OYO STATE

ADEDIGBA, Olabisi Ph.D & ADEYANJ, Mayowa Samuel

Abstract

This study undertook a bold examination of the challenges educators encounter in adopting inclusive education practices within the Oyo East Local Government Area of Oyo State. Employing a descriptive research design, the research involved a varied sample of 200 teachers from nursery and primary schools throughout the region. The investigation utilised a specially developed tool, titled "Teachers' Perceived Barriers to Inclusive Education in Early Childhood Education," focusing on a key research question and formulating three hypotheses, all
evaluated at a significance level of 0.05. Through this comprehensive approach, the research sheds light on the critical challenges that hinder the advancement of inclusive educational practices. The collected data were analysed through various statistical methods, including mean and standard deviation calculations, t-tests, and ANOVA. The results highlighted several key obstacles hindering the advancement of inclusive education:
managing large class sizes, limited professional development opportunities available and teachers' ability to communicate effectively with children who have diverse learning needs. The research reveals noteworthy
variations in how teachers perceive the obstacles to inclusive education, particularly influenced by gender. Additionally, it highlights a significant correlation between these perceived challenges and the number of years of teaching experience. However, it is interesting to note that no substantial link exists between teachers' qualifications and the barriers. The paper recommends fostering collaboration among teachers, parents, special educators, and other stakeholders to collectively address barriers to inclusive education. It emphasises the need for regular workshops and seminars to manage diverse learning needs effectively

Keywords

Barriers, Inclusive education, teachers' perceptions, collaboration

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