INCLUSIVE EDUCATION AND COGNITIVE DEVELOPMENT AMONG STUDENTS WITH DISABILITIES IN PRIMARY SCHOOLS IN NIGERIA: IMPLICATIONS FOR CURRICULUM IMPLEMENTATION
Abstract
This study investigated the curriculum implementation dimension of the influence of inclusive education on the cognitive development of learners with disabilities in the Enugu Education Zone, Nigeria. Two research questions and two hypotheses guided the study. A descriptive survey research design was adopted for the study. A simple random sampling technique was used to select 400 teachers who participated in the study. A questionnaire was used to collect data. Means and standard deviations were used to answer the research questions, while independent sample t-test statistics were used to test the hypotheses. The study found that inclusive education positively influences the cognitive development of learners with disabilities. This approach enables learners to improve their academic performance. It also demonstrates enhanced engagement in the learning process and better subject comprehension. The study therefore recommends that stakeholders work toward creating an inclusive and equitable education system that empowers all learners to reach their full potential
Keywords:
Inclusive education, cognitive development, learners with disabilities, curriculum implementation, Enugu-NigeriaDownloads
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https://doi.org/10.5281/zenodo.13615782Issue
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Copyright (c) 2024 Ire, Eunice , Osuji, Gregory Ekene
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