ABSTRACT
Over the years education of usually impaired children had been neglected, today causing retrogression and eventual loss of intectual manpower and absurdity of all kinds on our street. Vimp student out of their passion for knowledge, violation and teaching profession, 90% of respondents approved that usually inpare student review learning instruction appropriately, while 74% are of the opportunity that special writing techniques are subsequently provided. Moreover 40% of teachers passes teaching experience of before 1 – 5 years, middle question (NCE) equally torc about 40% and 86% of respondent serially approved that the no teacher are grossly inadequate. And over 84% of regound posed that there are many problems and challenges taking inadequate schools. And recommendation parts include among others, middle.
TABLE OF CONTENTS
Title page - - - - - - - - - - -
i
Declaration - - - - - - - - - - -
ii
Certification -
- - - - - - - - - - iii
Approval Page - - - - - - - - - - iv
Acknowledgement - - - - - - - - - - v
Dedication - - - - - - - - - - -
vii
Table of Contents - - - - - - - - - - viii
Abstract - - - - - - - - - - - -
xii
CHAPTER ONE:
INTRODUCTION
1.1 Background to the study - - - - - - - - - 1
1.2 Statement of Problem - - - - - - - - - 2
1.3 Significance of the Study - - - - - - - - - 4
1.4 Aim and Objectives of the Study - - - - - - - -
2
1.5 Justification for the Study - - - - - - - - 3
1.6 Scope and Limitations - - - - - - - - - 4
1.7 Definition of Terms - - - - - - - - - 5
CHAPTER TWO: LITERATURE REVIEW
2.1 Overview of VHC - - - - - - - - -
7
2.2 Characteristics of VHC - - - - - - - - - 8
2.3 Religious and Cultural View of VHC - - - - - - - 10
2.4. Educational Adaptations for the usually
Handicapped Children - - -
24
CHAPTER THREE
3.1 Research Design - - - - - - - - - - 28
3.2 Population -
- - - - - - - - -
28
3.3 Sampling - - - - - - - - - -
29
3.4
Sampling Techniques - - - - - - - - - 29
3.5 Study Area - - - - - - - - - - 30
3.6 Method of Data collection - - - - - - - -
32
3.7 Instrument for Data Collection - - - - - - - -
32
3.8 Method of Data Analysis - - - - - - - - - 33
CHAPTER FOUR: RESULTS AND DISCUSSION
4.1 Analysis of Data - - - - - - - - - -
34
4.1.1 Section “A” Personal Data - - - - - - - -
34
4.1.1 Section “B” Education of Usually Handicapped
Children - - - - 34
4.2 Discussion and Results - - - - - - - - - 34
4.3 Associated Problems - - - - - - - - - 34
4.4 Prospects and Advantages - - - - - - - - - 34
CHAPTER FIVE: CONCLUSIONS AND
RECOMMENDATIONS
5.1 Conclusion - - - - - - - - - - 45
5.2 Recommendations - - - - - - - - -
46
References - - - - - - - - - - -
47
Appendixes - - - - - - - - - - -
52
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Education is one of the fundamental rights of every
Nigerian child, irrespective of economic status, Sex, religion and ethnic
background. Therefore, educational system should be so organized to ensure that
the needs of all children are met including the handicapped.
In fact,
special preference should be given to the handicapped children because
of the universal primary education (UBE) scheme which request that every child
irrespective of his / her mental and physical status should be enrolled for the
universal primary education scheme.
Handicapped children are those identified with
“blindness, partial sightedness, deafness, hardness of hearing, mental
retardation, social maladjustment, physical handicap and so on due to some
certain circumstances of birth, inheritance, social position, mental and
physical health pattern or accident in later life”.
National Policy of Education (1981) stated that as a
result of any of these handicaps, the children are unable to cope with normal
school class organization and teaching method.
However, one major category that was left out in the
national policy of education is the learning of the disable. They are after classified as children with
‘hidden’ handicap since they have obvious handicap to differentiate them from
‘normal’ children. Consequently, without
adequate learning they invariably dropout and become total failure and social
misfit Hamppian E.K. (1978).
Many have even asked question on why government should
spend so much resources on the handicapped? While there are many ‘normal’
children out of school. if our resources
are limited why not spend it on non-handicapped persons and consider the
handicapped later? It is therefore,
important to realize that the benefits accruing from a handicap person being
able to manage himself / herself later in life cannot be estimated
monetarily. Thus, money spent on the
education of the handicapped is money invested in extra-ordinary human growth
and development. It is however, satisfying
these benefits and laying due emphasis on the education of the handicapped.
Therefore this research want look at the level of
education of visually handicapped children, associated problems and prospects.
The United Nation General Assembly held on the 9th
December, 1975, estimated the right of the handicap persons to education under
its revolution 3447 (xxx). The United
State of America embraced the education for all handicapped children Act
(1994-142) as signed by President Ford on 28th November, 1975, Abogi
Okechukwu (1985).
In 1981 the Plateau State of Assembly passed bill, as
a law of 1981 on the education of the handicapped. The bill provided for free education for
handicapped children and young persons of Plateau State origin with emphasis on
special education and services.
Education is an instrument of helping individuals to
adjust normally to his environment, it is doubtful that no any child will
succeed in life if he is denied education especially in a country that is
willing to provide education as a right to all children. That is to say that an exceptional child
without education may not succeed in life.
The ordinary child may learn any how, wither formal or non-formal but exceptional child by definition, if he /
she is to learn, requires a special structured programme of education. The exceptional child without education is
not merely a jeopardy of successes but liability to him/her and to the
community at large.
For many years, the education of the handicapped with
particular reference to the category of visually handicapped has been given a
low priority not because government has not shown sufficient concern but there
are general feeling that the visually handicapped are already ‘down-trodden’
and therefore, any effort made to pull them up is money pushed down the chain.
The education of visually handicapped in Nigeria is
very old, very slow, the early school for the visually handicapped like in most
countries were established by the missionaries organizations who first saw the
need for such establishment. Among the
first school for the visually handicapped was school for the blind established
in 1965 at Gindri, Gindri is a town in Mongu Local Government Area of Plateau
State.
Moreover, the technology school was established in Jos
metropolitan to rehabilitate and teach vocational subjects to visually
handicapped adult persons. The aim of
establishing the school was and is still teach the pupils, Christian religious
and to provide pupils with a comprehensive primary and post primary education
and above all the prepare them for admission into post primary institution and
above all to prepare them for admission into post primary institutions. It was also its aim to get the visually
handicapped integrated into the society at large for self fulfilment and
development for potentialities.
The Oyo State blind centre was established in 1958;
the purpose of the school was to train blind children through primary six (6)
and also to train adults in various trades such as basket making, weaving rope
making, foot mats and carpets.
In 1965 the Ibadan School for the visually handicapped
was established. The aim for
establishing the school was to give the children primary education and train
them to be self-supportive.
In 1958 again, special education centre was opened in
Oji River in Enugu, Anambra State. The centre catered for the capped
children. The school like others
prepares children from elementary one through primary six and also prepares the
pupils for post primary education.
In 1981, when the International Year of the Disabled
Person (I.Y.D.P.) was declared by the United Nations (U.N.), Nigerian
government commissioned in Lagos, a facility for Braille machines to produce
books for blind pupils by President Shehu Shagari who also lunched the appeal
fund.
Borno State was still runs several workshop centres
whereby visually handicapped are taught the art of basket making, carpet,
weaving and other trades at the end, they were presented with certificates with
which to be gainfully employed or at least sustain themselves.
1.2STATE OF THE
PROBLEMS
Over the years there has been several research on this
area of studies and usually comes with recommendations and yet young blind
handicapped male and female are still roaming about our streets begging.
In the light of this persistence problems, this
research. The research however intended
in bringing some purposeful useful and practical recommendations that may
perhaps reduce these problems.
1.3SIGNIFICANCE OF
THE STUDY:
This research will be of base importance to visually
handicapped children to gen a qualitative education and training hence
liberating them to recognized and to be useful member of the society. It will
also be of great importance to agencies of special education, non-governmental
Organization as well as ministries of education in formulating sustainable
policies base the recommendation of this research
1.4AIM AND OBJECTIVES:
1.4.1 Aim
The aim of the study is to determine the rate of
educating visually impaired children with a view to identified inherent
associated problems and prospects
1.4.2 Objectives
1.
To identify inherent
problems associated with education of visually handicapped children.
2.
To identify prospects
and advantages of educating people with visual impairment.
3.
To determine the
level of adequacy of infrastructures and instructional facilities for the visually
handicapped children.
1.5 JUSTIFICATION
OF THE STUDY
Stigmatization and non caring for handicapped
education as over the years being causing untold and rampant handicapped street
baggers hence a sort shame to all as a nation. Therefore, to reduce this
menances this research is timely to determine the rate of handicapped
enrollment in schools, the challenges facing them as well as prospects
associated to their education.
1.6 SCOPE AND
LIMITATION OF THE STUDY:
1.6.1
Scope
This research would basically focused on visually
impaired children
1.6.2
The research
coverage would be limited Hadejia local government school of handicapped,
Hadejia
1.8DEFINITION OF
TERMS:
a)
Impairment: - This is an abnormality or deformity in the physical or
sensory organ of the body. This will be
internal or external in the body structure.
b)
Disability: - This is lack of ability to function whereby an
individual cannot perform certain functions as a result of impairment.
c)
Handicap:
- This is a direct result of the union between
impairment and disability. This means a situation whereby the victims have to
rely on other for an essential task to be performed.
d)
Exceptionality: - This
refers to significant deviation from the presumed average in some defined areas
such as intellectual ability, physical functioning and physical
characteristics.
e)
Congenital Malfunction: - This is a malfunction in the body structure
that is present at birth e.g. hearing problem, seeing and so on.
f)
Adventitious Malformation: - This is a defect for deformity that occurs
after birth as a result of certain hazards of life examples are accidents,
sickness and so on.
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