Olayi, James Eburikure
Inclusive education and its impact on the society and students who are blind and visually impaired: A survey of Nigeria [rukopis] / James Eburikure Olayi. -- 2016. -- tab. -- Ved. práce Miloň Potměšil. -- Abstrakt: This study adopted survey research design and was aimed at investigate the impact of inclusive education on the society and students who are blind and visually impaired. The study was confined to Nigeria.. A total of eighteen states and the federal territory Abuja were selected to represent the six geopolitical/ educational zones of the country. A total of five thousand, seven hundred (5700) participants were drawn from among parents of students with visual impairment, students with visual impairment, working class individuals with visual impairment, state commissioners of education, state official of the inspectorate divisions of the ministry of education, school heads, teachers (regular and special), social workers, service providers and health workers civil society organizations. Three major instruments were used in gathering data, there include a four point likert-like scale questionnaire on the impact of inclusive education on the society and students who are blind and visually impaired and executive interview guide on planning, supervision, funding, implementation and monitoring of inclusion and inclusive education practice, and focus group discussion guide on the awareness and impact of inclusive practices in Nigeria. Pearson moment product correlation coefficient analysis was use to analyze the data at .05 level of significance. The result reveal that a vast majority of respondents and discussants favour inclusion education as against the practice of special schools or exclusive education, segregation education influence and affect the lifelong development of people with visual impairment negatively were as an effective and functional practice of inclusion and inclusive education impact positively on the lifelong development of people with visual impairment and their family, that poverty and visual impairment have a strong relationship hence, visual impairment tern to impose poverty on children who are blind and or visually impaired and their families, that assistive technology devices if effective deployed and utilize greatly enhances teaching and learning by students who are visually impaired as well as job performance and process of socialization, and that legislation, policy formulation and solid enforcement strategies on laws on the practice of implementation of inclusion and inclusive education do have strong relationship hence, the absent of enforcement modalities made for poor implementation of policies and legislations. Finally that inclusion have more than just education to offer in bettering the life of children, youth and adult with visual impairment if prospering plan, funded and implemented under the universal Basic Education programme (UBE) in Nigeria. The study recommended a stronger government will and commitment to the planning funding and the implementation of this approach especially as relate with people with visual impairment and if positive impact so far registered on the few beneficiaries of inclusion must be substant.. -- Abstrakt: This study adopted survey research design and was aimed at investigate the impact of inclusive education on the society and students who are blind and visually impaired. The study was confined to Nigeria.. A total of eighteen states and the federal territory Abuja were selected to represent the six geopolitical/ educational zones of the country. A total of five thousand, seven hundred (5700) participants were drawn from among parents of students with visual impairment, students with visual impairment, working class individuals with visual impairment, state commissioners of education, state official of the inspectorate divisions of the ministry of education, school heads, teachers (regular and special), social workers, service providers and health workers civil society organizations. Three major instruments were used in gathering data, there include a four point likert-like scale questionnaire on the impact of inclusive education on the society and students who are blind and visually impaired and executive interview guide on planning, supervision, funding, implementation and monitoring of inclusion and inclusive education practice, and focus group discussion guide on the awareness and impact of inclusive practices in Nigeria. Pearson moment product correlation coefficient analysis was use to analyze the data at .05 level of significance. The result reveal that a vast majority of respondents and discussants favour inclusion education as against the practice of special schools or exclusive education, segregation education influence and affect the lifelong development of people with visual impairment negatively were as an effective and functional practice of inclusion and inclusive education impact positively on the lifelong development of people with visual impairment and their family, that poverty and visual impairment have a strong relationship hence, visual impairment tern to impose poverty on children who are blind and or visually impaired and their families, that assistive technology devices if effective deployed and utilize greatly enhances teaching and learning by students who are visually impaired as well as job performance and process of socialization, and that legislation, policy formulation and solid enforcement strategies on laws on the practice of implementation of inclusion and inclusive education do have strong relationship hence, the absent of enforcement modalities made for poor implementation of policies and legislations. Finally that inclusion have more than just education to offer in bettering the life of children, youth and adult with visual impairment if prospering plan, funded and implemented under the universal Basic Education programme (UBE) in Nigeria. The study recommended a stronger government will and commitment to the planning funding and the implementation of this approach especially as relate with people with visual impairment and if positive impact so far registered on the few beneficiaries of inclusion must be substant.
Potměšil, Miloň, 1955-. Univerzita Palackého. Ústav speciálněpedagogických studií
inclusive education. impact. society. students. blind and visually impaired. inclusive education. impact. society. students. blind and visually impaired. disertace
(043.3)