IMPLEMENTATION OF INCLUSIVE EDUCATION POLICY IN SECONDARY SCHOOLS IN ANAMBRA STATE, NIGERIA

Abstract

This study investigated “Implementation of inclusive education policy in secondary 
schools” Three research questions guided the study. The study adopted descriptive 
research design with 248 participants in Anambra State, Nigeria. The questionnaire, 
which was entitled: “Implementation of inclusive education Questionnaire,” was used to 
elicit information on the variables, and was structured after the four-point modified Likert 
rating scale. The instruments were duly validated by experts. The reliability of the 
instrument was tested using the Cronbach’s Alpha method to establish the internal 
consistency of the questionnaire items, and coefficients of 0.79 and 0.83 were obtained 
for the two clusters respectively, means was used to analyse data collected. The findings 
of the study revealed, there was adequate educational resources policy for the equal skills 
opportunities (Weighed Average mean = 3.88, Grand mean = 3.50), and there was 
challenges facing the implementation of inclusive education for the equal skills 
opportunities (Weighed Average mean = 3.60, Grand mean = 3.50) also there was 
inclusive education policy implemented for the equal skills opportunities (Weighed 
Average mean = 3.61, Grand mean = 3.50) and there was equal skills opportunities for 
the equal skills opportunities (Weighed Average mean = 3.66, Grand mean = 3.50). Based 
on the findings, it was recommended, among others, that Government should double 
efforts in ensuring that true inclusion is practised in the junior secondary education 
system by ensuring that there is adequate human, material and financial resources that 
will enable the principals to effectively implement inclusive education.