THE RELEVANCE OF INCLUSIVE EDUCATION AND ITS IMPLEMENTATION IN

NIGERIAN SECONDARY SCHOOLS

BY

SAIDU ADAMU NINGI

AND

ABUBAKAR USMAN

BUILDING DEPARTMENT

SCHOOL OF TECHNICAL EDUCATION

FEDERAL COLLEGE OF EDUCATION (TECHNICAL)

POTISKUM, YOBE STATE

BEING A PAPER PRESENTED AT THE 14TH COEASU NORTH – EAST NATIONAL

CONFERENCE HELD BETWEEN 6TH - 9TH DECEMBER, 2022

IN YOLA, ADAMAWA STATE

Abstract
This paper examined the concept of scaffolding in education and its relevance in improving
technical skills among students. The paper also discussed the types of scaffolding which
includes 1. Sensory, 2 Graphic and 3. Interactive scaffolding. The zone of proximal
development were equally highlighted. The relevance of scaffolding in improving
understanding among students were equally highlighted, which includes: It helps children
stay on task, it enhances their understanding and build their critical thinking skills.
Characteristics of scaffolding were equally discussed which includes: 1. Build on prior
knowledge, 2. Present the problems and give time to think, 3.Repeat process as necessary.
Encourage class participation, and provide positive reinforcement for right and wrong
answers. Eventually, ask more students to participate and provide correction as needed. It uses
visual aids which involve the use of graphic organizers, pictures, and charts.
Keywords: Concept, Scaffolding, relevance and education
Introduction 

Inclusive education is defined as a teaching model whereby all students, regardless of their

ability, learn together in one environment. (Rashimi, 2018) Inclusive education means all
children in the same classrooms, in the same schools. It means real learning opportunities for
groups who have traditionally been excluded – not only children with disabilities, but speakers of
minority languages too.(Smirt, 2015) Inclusive systems value the unique contributions students
of all backgrounds bring to the classroom and allow diverse groups to grow side by side, to the
benefit of all. The aim of an inclusive education environment is to ensure that all students are
treated fairly and get equal opportunities. Within an inclusive education environment, student
diversity and uniqueness should be celebrated without discrimination. Sadly, there are still
instances of children being treated differently based on their unique qualities. No students should
be ostracised or segregated based on their differences or learning capabilities. Nor would any
teacher ever consider doing such (Munford, 2016).

Some issues that students are often discriminated against include disability, race, gender,
their household income or the language that they speak.(Honey,2017). Inclusive education aims
to combat discrimination against all students. These issues are not only present in physical
classrooms but in online and blended learning environments too. Our micro credential Online
teaching: embedding social, race, and gender-related equity offers a range of skills to equip you
to teach an inclusive online lesson. Studies have shown that the number of students with known
disabilities is increasing. We need to be able to accommodate these students and give them equal
access, as they all have a right to education. 

Types of inclusive education

All students are different and therefore have different individual needs.(Barbe,2018). It’s
important to choose the right type of inclusive education for your students based on their
individual requirements.

Full inclusion
This teaching model is centered on the theory that all students belong within the main classroom.
A full inclusion model means that students with visible or hidden disabilities will always work
alongside their peers. If a school is using the full inclusion model, they will need to closely
monitor student progression and ensure that the plan is working for students. If a full inclusion
plan is too much, a partial inclusion plan can be implemented instead. 

Partial inclusion

This teaching model is also built around allowing all students to learn and interact with the main
classroom. However, partial inclusion also involves separated learning for students that need
additional support outside of the classroom. For students involved in a partial inclusion plan,
they will still spend the majority of their learning time in the main classroom. However, they will
also spend time away from the main class to receive additional support from special education
teachers. Some of the additional support given could also be disruptive if carried out in the main
classroom; take speech-based lessons, for example. Partial inclusion is more flexible and allows
classroom separation when it would be more beneficial for all students. 

Mainstreaming

With the mainstreaming method, disabled students will begin their education journey in a self-
contained classroom away from the main classroom. If students are performing well within their
self-contained classroom, they can be integrated into the main classroom based on their
readiness. This method can be less daunting for some students, and allows them to gradually
become a part of a fully inclusive classroom.

Key features of inclusive teaching and learning

How you implement an inclusive education environment will differ between schools and
situations. (Gregory, 2019) there are some key aims to keep in mind when creating your
inclusive classroom plan. Let’s look at some important factors of this teaching model:

 All students have an equal right to education

  Classrooms should be made up of students with mixed abilities
 No children should be separated from main groups based on discrimination
 Appropriate activities should be planned and each student’s personal needs taken into
consideration
 Create an accessible environment (e.g. wheelchair ramps, and visual alternatives to lesson
content for students with hearing impairments)
 Support should be provided to all students to assist and allow them to reach their full
potential

Importance of inclusive education

A welcoming and diverse educational environment can massively improve the wellbeing of
students. But what makes inclusive education so important? 

Student confidence
Traditional methods of dealing with students with disabilities or learning difficulties can have a
harmful impact on a students’ self-worth. Separating them into small groups and teaching them
away from the main classroom pushes the idea that they are different and should be treated
differently. Tonga,(2017) observed  that students with learning disabilities have lower self-
esteem than those without, so we need to be careful and try to combat this. By giving all students
the opportunity to mingle and be a part of the class, students will hopefully feel a sense of
belonging and take part in positive peer interactions. However, there are instances where
students may need additional support away from the classroom, such as after school classes for
help with specific subjects. 

This does not mean that they cannot be a part of the main classroom for the larger chunk of their
school days. In cases where students would benefit from being taught away from the main
classroom for certain reasons, partial inclusion may be better than full inclusion. 

Improved communication skills

An inclusive classroom allows for all students to improve their ability to communicate
with one another. If students were segregated, their social circles would be much smaller, and
they would have fewer opportunities to interact with the wider classroom. With an integrated
classroom, students are able to interact with a wider range of students with a variety of abilities.
This will open up opportunities for them to strengthen their communication skills and adapt to a
varied level of social interaction. Additionally, this will help prepare them for the after school
world and make the students career-ready. Once students have entered the workforce, they will
be working alongside diverse communities with a range of abilities. It only makes sense that we
prepare them for that and simulate the environment in the classroom. 

Quality of education
Every child should have equal access to high-quality education from their local schools. By
offering an inclusive classroom environment, you can be sure that all students are offered the
same level of education. Since separated classes for disabled students are often smaller, their
lessons can vary from that of the main classroom. (Anderson,2016). Teaching all students in one
place ensures that no students are missing out on any of the curriculum. Teachers will also have
different teaching styles and paces, so being taught by the same teachers can ensure that all
students have equal access to the lesson content.That being said, lessons should still be adapted
to fit the needs of all students. Differentiated learning opportunities allow for each student’s
educational needs to be met, and optimize their environments and let them reach their full
potential.

Implementing Inclusive education in classroom 

It’s clear that an inclusive classroom can be beneficial for many students; it’s crucial to give all
students a fair chance to learn in the right environment for them. Let’s look at some of the ways
you can implement inclusive education in the classroom.

Cooperative learning
A great way to implement inclusive education in the classroom is to present tasks and activities
in a way that encourages cooperative learning. By learning in groups, students are all given the
opportunity to participate.(Bulama,2018) When arranging group work, you may want to
designate fair groups rather than giving students the opportunity to pick themselves. As well as
giving students the chance to be a part of something, they will also be able to develop crucial
social skills amongst each other. Group learning doesn’t just benefit those with disabilities or
behavioral differences. It encourages all students to work alongside a range of different people
and encourages inclusion even further. 

Specialized training
To make sure that teachers are creating the best possible learning environment, they should be
equipped with the necessary tools and training.(Fleming,2014) If you are a teacher and you’re
keen to improve student inclusion, up skilling and acquiring additional training would be very
beneficial. Courses and training related to inclusion or student diversity can be very helpful for
acquiring tips, techniques and strategies. Training in areas of student issues such as trauma
awareness, autism or SEN (special educational needs) can prove incredibly useful. These courses
can equip teachers with the knowledge of how to deal with struggles that students may be facing.

Adapted lessons and tasks

Traditional teaching isn’t always ideal for students with visible disabilities or learning
difficulties. The curriculum should be altered to accommodate these students and make lessons
more versatile. You could do this by making lessons more immersive to keep students engaged.
(Ruscio,2018). A more engaging approach to learning could be helpful to those who struggle
with learning from text-based content. You can do this by incorporating more videos and
pictures into lessons, involving educational games or object-based learning to increase
engagement. A lot of students learn through play, and this can be an engaging way to immerse
them in lessons.

It’s important to know your students and take into account their specific needs when providing
educational material. Make sure that all students are engaged in your lessons and actively
participating in tasks. If you identify an issue with student engagement, consider reviewing the
intended learning outcomes and how you could take steps to adapt your lessons to explore new
approaches 
Use diverse methods of marking 
Assessing all students’ work in the same way isn’t always the best way to approach marking
work. Some children may struggle with certain types of assignments, or struggle to put their
thoughts onto paper.(John, 2020) You can be more inclusive with your marking by assessing the
content and ideas separately from English and grammar, for example. You could also assess
effort as an additional points system. When giving feedback to students, make sure that it is clear
and comprehensible to the student, and check with them that they understand your suggestions. It
can be beneficial for students to see examples of others’ work, or attempts on
assessments, however you do not need them to compare or be competitive with grades or the
feedback they have received. The last thing we want to do is have a negative impact on students’
confidence, and potentially cause them to regress and not put their best efforts into homework
and classwork. You do not need to make grading and assessment into a competitive exercise for
your learners. Peer comparisons may only further limit currently unmet potential.You may want
to set individual goals that are specific to each student, rather than setting high expectations for
students that aren’t performing as well. If you’d like to learn some tools and techniques for
communication, check out our Communicating with vulnerable children course. 

Supplementary materials 
Offering additional materials in the class can be incredibly helpful for students with visible or
hidden disabilities, as well as anyone who needs a bit of extra support. Most students, even those
who appear highly attentive, will struggle to just absorb information from simply watching or
listening to a lesson.(Leite, 2018). You will want to add an exercise or task to this content,
however small, to ensure they can put what they are learning into longer team
comprehension providing them with learning aids such as calculators or physical science models
can help develop a students’ understanding of the lesson. Pictures and flashcards can prove
particularly useful to students struggling with language barriers.

Re teaching topics or recapping lessons is a great way to help students that may have a harder
time understanding lesson content. You can also offer additional textbooks or help sheets to
students, or even record the lesson and make it available for them to recap at home.
 UNICEF’s work to promote inclusive education
To close the education gap for children with disabilities, UNICEF supports government efforts to
foster and monitor inclusive education systems. Our work focuses on four key areas:

 Advocacy: UNICEF promotes inclusive education in discussions, high-level events and other
forms of outreach geared towards policymakers and the general public.
 Awareness-raising: UNICEF shines a spotlight on the needs of children with disabilities by
conducting research and hosting roundtables, workshops and other events for government
partners.
 SUGESTION
 At the school level, teachers must be trained, buildings must be refurbished and students
must receive accessible learning materials. At the community level, stigma and
discrimination must be tackled and individuals need to be educated on the benefit of
inclusive education. At the national level, Governments must align laws and policies with
the Convention on the Rights of Persons with Disabilities, and regularly collect and
analyze data to ensure children are reached with effective services.
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