LIMITATIONS OF MUSIC EDUCATION FOR EXCEPTIONAL STUDENTS IN AN

INCLUSIVE CLASSROOM. A CASE STUDY OF CHRISTIE TOBY INCLUSIVE

EDUCATION CENTRE, PORT HARCOURT, RIVERS STATE.

BY

OFILI, DORIS KELECHI (Ph.D)

Email address: kaycee.doris@gmail.com
Phone: +2348037094334

DEPARTMENT OF MUSIC,
UNIVERSITY OF PORT HARCOURT,
PORT HARCOURT

Abstract
Inclusive classroom is slowly gaining the interest of educational scholars around the world. It
perceived benefits to the cognitive and social development of students have been appreciated
enormously. While present a model step in providing a safe platform for exceptional students to
transit into the society, its implementations are somewhat faced with various limitations. In this
study, the author assesses the limitations faced by inclusive educational center in implementing
an inclusive music education using Christie Toby Inclusive Education Center as a case study.
The study revealed that, funding was among the major constraint faced by this educational center
in implementing an inclusive music education, lack of qualified personnel was another limitation
as most of the teachers at the center lacked the basic skills needed to teach exceptional students.
The author also observed that, there was a poor communication between the administrators and
the teachers which led to lack of cooperation. In addition, lack of adequate facilities and
materials for teaching and learning of these exceptional students was observed. Finally, more
attention was given to the normal students than the exceptional students which was also
considered as a limitation. The author concluded that, special teachers should be employed to
teach in such programs. The teachers should be properly trained and retrained to meet learning
needs of all learners in such classrooms. Appropriate pedagogical approaches should be
employed in teaching in an inclusive classroom. Finally, the Government, Non-Governmental
Organizations (NGO) and parents should render their supports to schools involved in inclusive
program.
Keywords: Exceptional student, inclusive classroom, music education, special teachers
Introduction

Individuals forming a society have various characteristics, needs, and roles that need to be

fulfilled. However, some individuals may not be able to perform these roles owing to their

inadequacy and insufficiency. Individuals experiencing a number of deficiencies in mental,

emotional, physical or developmental areas cannot benefit from the educational activities that

their normally developing peers’ benefit and they require special training. According to

Ataman (2006) special education "is a training offered to children who have special needs, which

is capable of providing the maximizing of the capacities of those with superior characteristics in

the direction of their capabilities, preventing inefficiency from converting to disability and

equipping disabled people with skills to make them independent, productive and integrated in

society through equipping them with self-sufficiency.”

Music education is an education for all. Both the abled and disabled in our society have equal

right to music education and as such the Federal Government of Nigeria emphasized the need for

music education amongst the persons with special needs. The Federal Government of Nigeria

(FGN) (2004) therefore has the view that “all aspects of education include instrument for

national development, and its integration with the interaction of persons and ideas. Also, that

education fosters the worth and development of the individual and for the general development

of the society” (p. 6).

Okafor (2005) also expressed that music education general aim is “to equip the individual to

perform music in the society and to contribute to economy.” (p. 200). These and many more are

the noted objectives of music education for both the abled and disabled in Nigeria. As a matter of

fact therefore, music education should be considered as a core subject like it is with mathematics,
English language, biology, etc. Musical activities should be included in the classroom activities

of the Special Schools and Rehabilitation Home in Port Harcourt as well as Nigeria in general.

In Nigeria, much emphasis is not laid on the education of persons with special needs. As it is

with the case of Port Harcourt, there are just two (2) government owned and two (2) private

owned special education schools. This is as a result of the small population involved. Nigeria in

general appears to exhibit a lukewarm attitude towards the education and other related services

of persons with special needs. It always sounds abstract and new to them in talking about special

education.

One of the objectives of education is giving concrete meaning to the idea of equalizing

educational opportunities for all children, their physical, mental and emotional disabilities

notwithstanding. Providing adequate educational opportunities for all learners with special needs

is the responsibility of the Government. Therefore, the National Policy on Education (FGN,

2004) describes special education as “a formal special educational training given to people

(children and adults) with special needs” (p. 47). Special education is meant for exceptional

children who are qualified to receive special education for instance, the gifted, talented children

and children living with various forms of disabilities. These children are special and therefore

require special attention and care in a special educational system. Smith (2007) defines special

education as an “individualized education and services for students with disabilities, sometimes

including the gifted and talented” (p. 15). She defines special education from her educational

needs perspective and explained that the instruction of special education is not limited to the

school setting. It can be taught in hospitals, homes and in other institutions but preferably in a

general school setting where children without disabilities receive their education.
UNESCO (2004) defines inclusion as “a developmental approach that seeks to address the

learning needs of children, youths and adults with a specific focus on those who are vulnerable in

marginalization and exclusion” (p. 4). To this body, the process of inclusion requires an overhaul

of current cultures that are often driven by deeply embedded negative values and beliefs which

are detrimental to the effective development of this group of children. From the foregone,

inclusion is for the exceptional children particularly those children living with disabilities to be

part and parcel of the regular school settings. Inclusive education according to Sebba and

Sachdev as cited in Ugwu (2010) is “the organization and implementation of special education

for children with disabilities in the same classroom with all non-disabled children in the world

today” (p. 71).

Inclusion refers to the possibility of children with special needs to participate completely in all

the educational, working, recreation and social activities that comprise the contemporary living.

The principle of inclusive education is one of the key international principles and is based on

several declarations and statements of UNESCO, UNICEF, and UN (UN, 1948, 1966,

1991, 1994; UNESCO 1991, 1994, 2000, 2001; UNICEF, 2000). Inclusion in the regular

primary schools is a part of one huge global movement for human rights which calls for full

inclusion of all the people with special needs in all aspects of the livelihood.

Inclusive Education Policy in Nigeria

According to Federal Government of Nigeria (2014), a programme known as “Special

Education” was designed to cater for three categories of individuals thus: 1) The Disabled

including people with physical, visual, hearing, mental, emotional, social, speech, learning and

multiple impairments. 2) The Disadvantaged involving the children of nomadic pastorals,

migrant fisher folks, migrant farmers and hunters 3) The Gifted and Talented involving people
(Children and Adults) who have high intelligent quotient and endowed with special traits in arts,

creativity, music, leadership, intellectual precocity and therefore find themselves insufficiently

challenged by the regular schools.

Furthermore by the provision of the policy, educations of children with special needs are

expected to be free at all levels and all necessary facilities that would ensure easy access to

education shall be provided to include: a) Inclusive education or integration of special classes

and units into ordinary/public schools under the Universal Basic Education (UBE) scheme; b)

Regular census and monitoring of people with special needs to ensure adequate educational

planning and welfare programme; (c) Special education equipment and materials like Perkins

Braille, white/mobility care, brailed textbooks, abacus, talking watch, audiometers, speech

trainers, hearing aids, ear molding machines, educational toys, calipers, crutches, wheel chairs,

artificial limbs, audio-visual equipment and internet facilities; (d) Special education training on

Braille reading and writing, typewriter use, speech signs, daily living skills; (e) Special training

and re-training of the personnel on capacity building to keep them abreast of latest teaching

techniques on various categories of disabilities, the gifted and talented; and (f) A teacher pupil

ratio of 1:10 in special schools. Equally the special schools are to arrange for effective

architectural designs of school buildings with regular sensory, medical and psychological

screening assessments to identify any incidence of handicap.

Special education provides the best platform to attend to the needs of these persons. The goal of

special education is to equalize for its clients’ available opportunities in the society. It operates

on the philosophy of „catch them young‟, that is why it starts as soon as a child is detected to

have special needs and it pursues this mandate through the early intervention programme. Some

vital areas of special education services include vocational, community based and medical
rehabilitation, assessment/identification strategies, home/hospital-based services, provision of

materials/equipment and assistive technology for persons with disabilities, special education

teachers/para-professionals. These services are provided as integral aspects of special education

programme geared towards securing an independent and self-reliant existence for persons with

disabilities (Ozoji, 2005; Omede, 2016).

Concept of Exceptionality

Exceptionality can be seen as a state of being different from what is regarded as normal, in other

words, behaving in a different manner. It can also be seen as diversity as every individual is

different from others. All humans are diverse. Exceptional can also be defined as any condition

or situation that may significantly interfere with a child’s ability to learn in school.

Exceptionality according to Obani in Ofili (2018) is the “quality or attribute of being different or

exceptional in one or other field or trait of one’s personality on account of the possession of

some exceptionality.” (p. ) Uniqueness is being different from others i.e. possession of that trait

or quality.

Kirk ( ) defines exceptional children as children “who deviate from the normal child in physical,

mental, and social characteristics to such an extent that he requires a modification of school

practices or special educational services in order to develop his maximum capacity.” (p. 1) by

these definitions above, suffice me to state clearly that an exceptional child can be defined as one

with any disability or disorder or delay or behavior/attention/sensory difficulties or any other

issue hindering his learning development, or life experience. Exceptional children include

children who experience difficulties in learning as well as those whose performance is so

superior that modifications in curriculum and instruction are necessary to help them fulfill their

potential. Conversely, an exceptional child is an inclusive term that refers to children with

learning and behavior problems, children with physical disabilities or sensory impairments and

children who are intellectually gifted or have a special talent. Some characteristics of exceptional

children include:

1. Mental retardation

2. Learning disabilities

3. Emotional and behavioural disorder

4. Multiple disabilities

5. Gifted/talented

6. Autism

7. Communication disorders

8. Visual impairment

9. Hearing impairment

10. Physical or orthopedic impairment

11. Neurological disorder

Exceptionality refers to uniqueness. The uniqueness of the exceptional child can manifest in the

aforementioned dimensions. The uniqueness may be in the negative direction or in the positive

direction. Exceptional children are those for whom uniform educational programs cannot be

sufficient. Hence, they need special instructional programs for ancillary services or both.
Limitations of Music Education for Exceptional Students in an Inclusive Classroom

Expense: Funding is a major constraint to the practice of inclusion. Teaching students with

disabilities in general education classrooms take specialists and additional staff to support

students’ need. Coordinating services and offering individual support to children requires

additional money that many schools do not have, particularly in a tight economy (Stephanie,

2012; Ajuwon, 2008). Inadequate funding can hinder on-going professional development that

keeps both specialists and classroom teachers updated on the best practices of inclusion.

Lack of Qualified Personnel: A teacher with no basic skills in special education may not see the

need to specify directions or positions when describing certain things or ideas in a class with

visually impaired students. The researcher observed a lack of special training of the music

teachers as they were very much unaware of a lot of things involved in handling a class of such

categories of people and as such they are not really doing very well in their work. Interviews and

observations made during their various lessons shows that they are one-sided. They pay more

attention to the gifted and talented pupils and students. In fact, those with learning disabilities are

never given room to be active in the class. The only individuals that enjoy their lessons are the

gifted pupils and students.

Cooperation: Lack of communication among administrators, teachers, specialists, staff, parents

and students inhibits the success of inclusive programme. Open communication and coordinated

planning between the general education teachers and special education staff are essential for

inclusion to work. For instance, the school administration of Christie Toby Inclusive Education

Centre has not really done much in creating an enabling channel for cooperation. Learning

disability is not a physical disability like that of visual impairment, cripple, and so on. Learning

disability is an invisible disability whose problem is associated with the cognitive, psychomotor
and affective domains of learning. These sets of people need special attention from people that

are trained and retrained to be able to cater for them. This the school has not really put into

consideration. The researcher discovered that in every lesson period in Christie Toby Inclusive

Education Centre, two teachers are always involved; one doing the proper teaching while the

other one interprets what the other is saying for the purpose of those with hearing impairment to

flow along with the lesson. Also, the school provided both braille machines for the visual

impaired and hearing aid for the hearing impaired, but for the learning disabled that requires

special trained teachers to handle their case; this has not really been put in place. There is also no

remedial room and lessons for these set of pupils and students for the purpose of making sure

they are close to or on the same pace with their gifted and talented counterparts. This is a serious

challenge for these set of people because if there is a provision for remedial rooms and lessons,

making it mandatory for all teachers the music teachers have no choice but to spend enough time

with them teaching them their notes and lines and making sure they come out well and be on the

same pace with their equals.

Facilities and Materials: Majority of the children with special needs learn more in the

environment that is full of learning resources. These learning resources are called assistive

devices or assistive technological device. Evidence suggests that lack of relevant facilities and

materials are major obstacle to the implementation of effective mainstreaming. According to

Ugwu (2015) inclusive learning centers should encourage the use of “Diagnostic Prescriptive

Teaching” (DPT) for students with learning disabilities. Unfortunately, the music teachers do not

make use of this method at all. Learners with learning disabilities in Christie Toby Inclusive

Education Centre are not properly catered for in terms of teaching methods employed unlike

their fellow disabled counterparts. For example, the visually impaired and hearing impaired
should be properly provided for with respect to special teachers who are trained to handle their

areas and the required facilities for them. However, this is not the case with learning disabilities

in Christie Toby Inclusive Education Centre. This supports a study from Fareo (2010) who

investigated the problems of mainstreaming in Southwestern State Nigeria. The data indicated

that the required educational materials were not provided, or were inadequate in regular schools

where students with special needs were being mainstreamed. Further still, the data indicated lack

of specialist teachers in most institutions to provide important advisory services that would assist

the regular teachers managing the learners with special needs who were being mainstreamed into

public schools.

Conclusion/Recommendations

Conclusively, the limitations of music education for the exceptional child in an inclusive

classroom cannot be over emphasized. Handlin or teaching “normal” learners in an exclusive

classroom can be quite challenging how much more having students or learners of different

categories clustered and learning hand in hand in the same classroom. The vision of inclusive

program for exceptional children as stated by UNESCO and Christie Toby Inclusive Education

Centre is quite viable and encouraging. However, more works need to be done by the school(s)

running this kind of program especially Christie Toby Inclusive Education Centre to address the

challenges the exceptional children are facing. The exceptional children especially those with

learning disabilities in Christie Toby Inclusive Education Centre were not given adequate

attention. Provisions were not made for special learning materials as it was with their peers.

Observations from this study reveals that attention and more considerations were laid on the

“normal” students and the exceptional children with visible and noticeable disabilities for
example the visually impaired had their braille for assistive learning, the hearing impaired also

had a teacher who gives sign language. But the rest of the exceptional students most especially

the students with learning disabilities were left in the world of their own in the same classroom.

Consequently, the vision of inclusive program for exceptional learners is to “provide equal

education for all children irrespective of their disabilities and abilities”. Therefore, that vision

must be practicable. All children in such learning environment should be provided for equally.

Finances should be adequately provided to meet the needs of all pupils and students.

Special teachers should be employed to teach in such programs. The teachers should be properly

trained and retrained to meet learning needs of all learners in such classrooms. Appropriate

pedagogical approaches should be employed in teaching in an inclusive classroom. Finally, the

Government, Non-Governmental Organizations (NGO) and parents should render their supports

to schoold involved in inclusive program.

.
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