Abstract
This study was anchored on investigation into the problems
faced by students with special needs in the study of economics in the public
secondary schools of Enugu State,
Nigeria. The
area of study is made of two (2) public secondary schools: St. Theresa and
urban Girls’ secondary schools; in which the population size was 250 and the
sample size was 154. To carry out this study, four (4) research questions were
used, which were structured questionnaires that served as the only instrument
applied in the collection of data. In the collection of data, 154 questionnaires
were administered to the students with the aids of their teachers in the two
(2) different schools at different time. Simple mean statistics was adopted as
the simplest means used in the analyzing the data collected. At the end of the
research conducted, the researcher found out that there are factors responsible
for the problems faced by the students with special needs. These include right
to education, right to employment, right to social integration, stigmatization,
negative attitudes from the society, poor health care system and legal support
system. On the other hand, the other factors militating against the excellent
performances of the students include: the bad attitudes of students toward economics
as subject of study, teachers’ qualifications, teaching and learning
methodology, facilities available for teaching and learning of economics. Based
on these, the researcher recommended that public secondary schools management
should organize orientation and re-orientation programme immediately after the
intake of the students to enhance them understand the values, benefits and
equally the rudiments to success of the subject he/she has come to study.
Finally, the researcher also recommended that the school management board
should endeavor to organize seminars, workshop or job orientation programmes
for their teachers. This will in the long way afford them the opportunity of
being updated in the courses or subjects in questions and the best methodology
of teaching and learning them, thereby bring their lessons home to the
students.
TITLE. i
APPROVAL. ii
DEDICATION.. iii
ACKNOWLEDGEMENT. iv
Abstract. vi
TABLE OF CONTENT. vii
CHAPTER ONE.. 1
INTRODUCTION.. 1
Background to the Study. 1
Statement of Research Problem.. 4
Purpose of the Study. 5
Significance of the Study. 5
Scope of the Study. 7
Research Questions. 7
CHAPTER TWO.. 8
REVIEW OF RELATED
LITERATURE.. 8
Conceptual Framework. 8
Barriers to Special Needs Education. 12
Inadequate and Unaccess Funding. 13
Negative Attitudes. 14
Barrier of Access Education. 15
Policy Issues. 16
Unavailability of Facilities. 18
Poverty. 20
Barrier or Parents’ Involvement. 21
Non-Implementation and Inadequate Funding for Inclusive Education. 22
Lack or Supporting Legislation. 23
Inadequate/Unemployment of Professionals. 25
Administrative Barriers. 28
Removing Barriers in Special Needs Education Nigeria. 29
Review of the Empirical Studies. 31
Summary of Related Literature. 33
CHAPTER THREE.. 35
METHODOLOGY.. 35
Research Design. 35
Population
of the Study. 36
Sample and
Sampling Techniques. 38
Validation of the Instrument. 39
Reliability of the Instrument. 39
Administration of the Instrument. 40
Method of Data Presentation and Analyses. 40
CHAPTER FOUR.. 43
RESULTS.. 43
Summary of Findings. 49
CHAPTER FIVE.. 52
DISCUSSION OF
FINDINGS, SUMMARY, CONCLUSION AND RECOMMENDATIONS 52
Discussion of Findings. 52
Summary of Major Findings. 55
Conclusion. 57
Recommendations. 58
Suggestion for Further Research. 60
Implication of the Study. 60
REFERENCES.. 62
APPENDIX I. 65
APPENDIX
II. 66
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
All round the
world, the field of special needs education and its clients always face all
forms of problems and barriers that range from physical, social, economic to
attitudinal changes; these barriers in the field often exclude its
beneficiaries from acting fully and effectively in their environments or
societies. Persons with special needs lack right to education, right to
employment, right to social integration. These persons suffer stigmatization,
negative attitude from the society, poor health care systems and above all
legal support system become a fantasy. All these are due to the non-recognition
on the field of special need education faced globally, especially in Nigeria (FGN,
2004).
In 2006, an
international disability movement took a bold step with the adoption of the
convention on the rights of persons with disability. The united nations really
worked to change the attitudes and approaches of the society and governments of
all nations to special need education issues, toward ensuring that persons with
special need have full equality and participation in public and social lives.
This design of the convention of the united national has the intention to break
all barriers facing special needs education and its beneficiaries. It is also
human rights instrument that contains development dimension, which is intended
to realize equality and participation of persons with special needs in all
development processes.
Very recently,
the United Nations General Assembly has emphasized that the genuine achievement
of Millennium Development Goals (MDGs), Education For All (EFA) and other
globally agreed development goals, needs the integration and inclusion of the
rights and opinions of persons with special need in all endeavours at national,
regional and international levels. The General Assembly in realizing this goal
convened high level meeting of disability in 2011 at the level of Head of
Government to discuss the way towards 2015 and beyond. The aim of this target
as adopted as an action-oriented document that provides policy guidance that
will assist in translating the international commitment for a disability
inclusive society and strengthen goal effort to ensure accessibility for
inclusion of persons with special needs in all areas of development. Looking at
the effort of the United Nations in the convention, its laudable intention is
to promote accessibility remove or break all kinds of challenges or barriers facing
persons with special needs in our society.
The trend in
social policy in many countries of the world during the past three (3) decades
in the special needs education has been on promoting inclusive programmes and
how all barriers facing person with special needs be removed and to combat
exclusionary and disciplinary practices (Disabled People International, DPI, 2005;
Lindsay, 2007, Mittler, 2000). The fundamental principle of special needs
educations is that all children with special needs learn in a least restrictive
environment, regardless of any difficulties and differences they have (UNESCO,
2003). But, throughout the world, children with special needs are often
marginalized within or indeed, even sometimes excluded from the scheme of things
(Ainscow and Haile-Giorgis, 1998).
This work,
therefore, will discuss on the investigation into the problems faced by the students
with special needs in the study of economics in public secondary schools of Enugu State, Nigeria.
The
problems faced by the students with special needs in the study of economics in
the public secondary schools include inadequate and unaccess funding, barriers
of access to education, policy issues,
unavailability of facilities, poverty, negative attitudes of people to the
disabled, barriers of parents’ involvement, non-implementation and inadequate
funding for inclusive education, lack of supporting legislation, inadequate or
unemployment of professionals and even the administrative barriers have contributed
adversely to the students of special needs in their studies. The students of
special needs also placed the challenges of developmental disability which
include the autism spectrum disorders, behavioural disorder, head/brain injury,
cerebral palsy, down syndrome, petal alcohol syndrome (PAS),
mental/intellectual disability and even the learning disability contributed to
the challenges or problems to the special need students.
The main
purpose of this study is to find out the problems faced by students with
special needs in the study of economics in public secondary schools.
Specifically, the study will:
· Determine the attitudes of students towards the study of
economics.
· Ascertain the facilities available for the teaching of
economics
· Ascertain the teaching methods used in teaching economics
to the special needs in the public secondary school.
· Find out the various ways of improving students’
performance in the economics.
The
significance of this study cannot be over-emphasized. The study is essential
because of its benefits to the students, teachers, school administrators,
researchers and the general public.
To the
students, the study of the problem faced by students with special needs will
help them to identify their areas of weakness in the course and make immediate
remediation.
To the
teachers, it will help them to us the appropriate teaching of economics and the
method to impact prerequisite of economic skills on the students.
To the school
administrators, this study will help them to make provision for teaching aids
or instructional materials that will facilities the acquisition of economic
skills.
To the
researcher, this study will serve as guide for further research.
To the general
public, it will expose them on the unlimited benefits of economics in our
modern society and also change their perception about the course.
The result of
this findings will go a long way to minimize the problems faced by the students
with special needs in the study of economics in public secondary schools.
The scope of
this study was focused on the investigation of problems faced by the students
with special needs in the study of economics in public secondary schools of Enugu State, Nigeria.
· What are the attitudes of students with special needs in
the study of economics in the public secondary schools
· What are the facilities to be available for the teaching
of economics in public secondary schools.
· What are the methods to be adopted in teaching economics
to the students of special needs in the public secondary schools.
· What are the various strategic ways of improving students
of special needs performance in the study of economics.
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