IMPLEMENTATION OF NATIONAL POLICY ON SPECIAL NEEDSEDUCATION IN NIGERIA: EVALUATING ITS SERVICE DELIVERYFOR CHILDREN WITH DISABILITIES

Abstract

The study evaluated the implementation of educational service delivery for children with disabilities as stated in NPSNE. A survey research design was adopted in the study. The population were all the head teachers in 80 public special primary schools in the southwest, Nigeria. The sample size consists of 40 head teachers who were randomly selected using a simple random sampling technique. Four self-developed research instruments titled: Educational Provision for Special Needs Pupils Checklist, Special Needs Education Equipment and Materials Checklist, Special
Needs Education Service Providers Checklist and Special Needs Education Likely Problems Questionnaire were used to collect data for the study. The instrument reliability test yielded correlation coefficients of 0.71, 0.99, 0.91 and 0.75, respectively. Data were analysed using frequency counts, percentages, mean and
standard deviation. Findings revealed that 70% of the schools provide education for
children with intellectual disability, while only Lagos state implemented inclusive education. Infrastructural facilities were available on average (53.3%) and moderately adequate, 40% and 10% availability of learning materials for children with ID and LD; all facilities were inadequate. Teachers for children with ID and LD were highly (85% & 80%), and an adequate, inadequate number of schools providing inclusive education is a major challenge facing SNE. The study concluded
that the Government is yet to fully implement quality educational service delivery for children with disabilities as stated in the National Policy on Special Needs Education. It is therefore recommended that all levels of government should prioritise the implementation of NPSNE and the establishment of inclusive schools in all local government areas of each state.