EFFECTIVENESS OF INCLUSIVE EDUCATION MODELS IN MEETING THE NEEDS OF STUDENTS WITH DISABILITIES IN THE UNIVERSITY OF BENIN.

Abstract

 This study investigated effectiveness of Inclusive Education Models in meeting the needs of students with disabilities in the university of Benin. To guide this study, three (3) research questions were raised. The study was delimited to final year students in the department of Educational Evaluation and counselling psychology, faculty of education, University of Benin. The theoretical framework of the study was Social Constructivist Theory (SCT) propounded by Jean Piaget in 1972.

               The design for the study was descriptive survey research design. The population of the study was 216. The sample for the study was 100 final year students. The instrument for the study was a well-structured questionnaire. The instrument was validated by the researcher supervisor and two other experts in the department of Educational Evaluation and Counseling Psychology. The internal consistency of the instrument was established by administering 20 copies of the instrument to students who are not part of the sample. A reliability co-efficient value of 0.84 was obtained. Data collected were analyzed using descriptive statistics such as frequency count, simple percentages, mean and standard deviation.

              Findings from the study revealed that the findings revealed that the institution has been effective in ensuring that students with disabilities have the necessary resources and assistance to enable their academic and social inclusion through its inclusive education efforts. Further, it revealed the difference between male and female teachers' attitude towards inclusive education in the University of Benin. The findings indicate that attitudes towards inclusive education differ between male and female teachers.