ABSTRACT
This study examined the influence of the challenges facing the implementation of inclusive practices in nursery schools in Oshimili South Local Government Area of Delta State. Three research questions guided the study. A descriptive survey design was adopted for the study. The population of the study comprised of the one thousand and three hundred and fifty (1350) teachers in all the 23 public primary schools in Oshimili South Local Government Area of Delta State. Out of the 23 public primary schools in Oshimili South, 5 schools were randomly selected. A total of 100 teachers were sampled (Male and Female). The instrument used for data collection is a structured questionnaire, which was constructed by the and validated by two lecturers, one Primary Education Department and the other in Educational Psychology and Counselling for face validation. The validated questionnaires were administered on the public primary school teachers in the selected primary schools in Oshimili South Local Government Area of Delta by the researcher with the help of 2 research assistants; same were collected and analyzed mean and standard deviation statistics. Findings of the study revealed among others that inadequate instructional materials negatively influence the implementation of inclusive practices in nursery schools in Oshimili South Local Government Area of Delta State. It was recommended among others that Delta State Ministry of Education should provide adequate and suitable inclusive instructional materials in all nursery schools within Oshimili South Local Government Area to support effective teaching and learning.
CHAPTER ONE
INTRODUCTION
Background to the Study
Education at the nursery level forms the foundation for lifelong learning, and the adoption of inclusive practices is essential to ensure that all children, irrespective of their differences, are provided equal opportunities to learn. Inclusive education is not merely a policy statement but a practical framework that requires the provision of adequate resources, trained personnel, supportive environments, and positive stakeholder attitudes to succeed. According to Okeke and Abidoye (2020), early childhood education is the bedrock upon which cognitive, social, and emotional development is built, hence exclusion at this stage would leads to long-term disadvantages for affected learners. Despite Nigeria’s commitment to inclusive education as enshrined in the National Policy on Education, the reality in many nursery schools, particularly in rural and semi-urban areas, still reflects gaps in implementation of inclusive practices (Adebisi, 2021).
Nursery school refers to an educational setting designed for children between the ages of 3 and 5 years, serving as the foundation for their cognitive and social development (Okeke & Abidoye, 2020). According to Ihebereme (2021), nursery schools provide opportunities for children to acquire basic communication, numeracy, and social interaction skills in preparation for primary education. Eze and Nworgu (2020) described nursery schools as structured environments where children are exposed to learning through play, exploration, and guided instruction. Similarly, Adebisi (2021) noted that nursery schools act as the first formal educational experience for children, thereby shaping their readiness for future learning. Nursery schools are crucial because they build the foundation for lifelong learning. When inclusive practices are implemented at this stage, children with diverse abilities would benefit from equal educational opportunities. However, without adequate facilities, competent teachers, and the right instructional materials, the effectiveness of nursery education is compromised, which directly links to the core variables of this study.
Inclusive practices are educational approaches that ensure all children, regardless of their differences in ability, background, or learning needs, are given equal opportunities to participate fully in the classroom (United Nations Educational, Scientific and Cultural Organization, UNESCO, 2022). Okoro and Igbo (2022) define inclusive practices as deliberate strategies adopted to integrate learners with special needs into regular schools without discrimination. Nwosu and Adeyemi (2023), argue that inclusive practices involve adapting teaching methods, resources, and environments to suit learners’ varying needs. Similarly, Onoja and Okoh (2021) stressed that inclusive practices encompass not just physical access to classrooms but also the creation of supportive and enabling learning conditions. Inclusive practices in nursery schools reflect a philosophy of “education for all.” They require competent teachers, adequate instructional resources, and conducive infrastructure. When these elements are lacking, inclusion remains a policy statement rather than a practical reality. Thus, inclusive practices serve as the link through which the challenges identified in this study (teacher competence, materials, and facilities) directly affect pupils’ learning experiences.
One major challenge influencing inclusive practices is the inadequacy of instructional materials. Learning resources adapted to the needs of diverse learners are critical for effective teaching in inclusive classrooms. However, many nursery schools in Nigeria lack specialized materials such as tactile charts, audiovisual resources, and adapted reading aids that support learners with disabilities (Eze & Nworgu, 2020). The absence of such materials often hinders participation and widens the learning gap among pupils. Teachers also play a significant role in driving inclusion, but their professional competence remains a key challenge. Studies show that most nursery school teachers have limited exposure to special needs education and are ill-equipped to adapt lessons to accommodate children with different learning needs (Okoro & Igbo, 2022). Without adequate training, teachers are unable to practice learner-centered pedagogy, which undermines the philosophy of inclusive education. Instructional materials are the physical and digital resources used by teachers to facilitate learning and ensure effective delivery of curriculum content (Eze & Nworgu, 2020). According to Nwachukwu (2019), instructional materials include visual, audio, and audiovisual resources designed to make learning meaningful and interactive. Adebisi (2021) defines instructional materials as the tangible aids—such as charts, models, and adapted learning tools—employed to meet the diverse needs of learners in inclusive classrooms. Okeke and Abidoye (2020) also emphasize that instructional materials are essential for promoting learner-centered pedagogy, especially in early childhood education. The availability and suitability of instructional materials determine how effectively teachers implement inclusive practices. For children with disabilities, adapted resources such as tactile charts, large print books, or audio stories are not optional but necessary. When these materials are inadequate, the implementation of inclusive practices is hindered, linking this variable to the wider challenge of ensuring equity in nursery schools.
Teachers’ professional competence refers to the knowledge, skills, and attitudes required by teachers to effectively manage classrooms, deliver curriculum content, and adapt teaching to learners’ diverse needs (Okoro & Igbo, 2022). According to Ihebereme (2021), opined that competent teachers are those who have both pedagogical and subject matter expertise, coupled with the ability to foster inclusive learning. Nwosu and Adeyemi (2023) noted that professional competence includes teachers’ preparedness through training, experience, and willingness to implement learner-centered methodologies. Similarly, Eze and Nworgu (2020) argued that without adequate competence, teachers would perceive inclusive practices as burdensome and resist their implementation. Teachers’ competence is a central determinant of successful inclusive education. In nursery schools, where children are at a formative stage, teachers’ ability to adapt lessons, manage diversity, and create an enabling classroom environment is critical. This directly ties to other variables such as instructional materials and facilities: even with resources in place, incompetent teachers would undermine effective implementation of inclusion.
Poor infrastructural facilities refer to the inadequacy of physical resources such as classrooms, furniture, playgrounds, libraries, and disability-friendly amenities required for effective learning (Nwachukwu, 2019). Onoja and Okoh (2021), define poor infrastructure as the lack of accessible facilities like ramps, wide doors, and toilets for children with physical disabilities. According to Adebisi (2021), infrastructure in nursery schools also includes safe, child-friendly learning environments that promote active participation. United Nations Educational, Scientific and Cultural Organization, UNESCO (2022) further highlights that inadequate facilities are a leading barrier to achieving global inclusive education goals. Poor infrastructural facilities directly obstruct the implementation of inclusive practices in nursery schools. When schools lack ramps, accessible toilets, or conducive classrooms, children with disabilities face exclusion, even when teachers and materials are available. This variable is interconnected with others: without proper infrastructure, teachers’ competence and instructional resources cannot achieve their full impact, hence making infrastructure a critical factor in this study.
Infrastructural facilities also significantly influence the implementation of inclusive practices. Basic facilities such as ramps, spacious classrooms, child-friendly furniture, and accessible toilets are often unavailable in many nursery schools (Nwachukwu, 2019). These deficits create barriers for children with physical disabilities, making it difficult for them to integrate into mainstream classrooms. Research in Delta State has also shown that poor infrastructural support contributes to dropout rates among learners with special needs at the early childhood stage (Onoja & Okoh, 2021). Beyond physical structures, the success of inclusive practices is equally dependent on the attitudes of stakeholders. Negative perceptions from teachers and parents often result in resistance to inclusion. According to Nwosu and Adeyemi (2023), some teachers perceive inclusive education as an extra burden, while parents fear that their children might face stigmatization or reduced academic outcomes in inclusive classrooms. Such attitudes perpetuate exclusion, limiting the effectiveness of policy efforts.
Globally, the Sustainable Development Goal (SDG, 2024), advocates for inclusive and equitable quality education for all by 2030, yet Nigeria still grapples with the gap between policy and practice (United Nations Educational, Scientific and Cultural Organization, UNESCO, 2022). In Oshimili South Local Government Area of Delta State, these challenges manifest in inadequate teaching resources, insufficiently trained teachers, poor infrastructural provisions, and resistance from stakeholders. The cumulative effect of these challenges undermines the objectives of inclusive education, which aim at ensuring no child is left behind in early childhood learning. It is against this backdrop that this study seeks to examine the influence of challenges facing the implementation of inclusive practices in nursery schools in Oshimili South Local Government Area of Delta State, with focus on instructional materials, teachers’ competence, infrastructural facilities, and the attitudes of teachers and parents.
Statement of the Problem
Inclusive education has become a global strategy aimed at providing equal learning opportunities for all children regardless of their physical, social, or intellectual differences. In Nigeria, government policies and international conventions such as the Universal Declaration of Human Rights and the Sustainable Development Goals (SDGs) emphasize the importance of inclusive practices in early childhood education. Despite these efforts, the implementation of inclusive practices in nursery schools remains a major challenge, particularly at the local government level.
In Oshimili South Local Government Area of Delta State, nursery schools are confronted with multiple challenges that hinder the effective inclusion of children with diverse learning needs. Many schools lack adequate instructional materials that cater for the different categories of learners, thereby limiting teachers’ ability to adapt lessons to suit all pupils. Similarly, a significant number of teachers in nursery schools may not possess the required professional competence or specialized training to manage inclusive classrooms effectively. The problem is further compounded by poor infrastructural facilities such as overcrowded classrooms, absence of ramps, and lack of child-friendly furniture, which make it difficult to accommodate learners with special needs. These challenges collectively undermine the objectives of inclusive education, leading to the marginalization of some children at the foundational level of learning.
It is against this backdrop that this study seeks to investigate the influence of challenges facing the implementation of inclusive practices in nursery schools in Oshimili South Local Government Area of Delta State, with a focus on instructional materials, teachers’ competence, infrastructural facilities.
Purpose of the Study
The main purpose of this study is to examine the Influence of the challenges facing the implementation of inclusive practices in nursery school in Oshimili South Local Government Area of Delta State. Specifically, the sought to examine:
- examine the influence of inadequate instructional materials on the implementation of inclusive practices in nursery schools in Oshimili South Local Government Area of Delta State.
- determine the influence of teachers’ professional competence on the implementation of inclusive practices in nursery schools in Oshimili South Local Government Area of Delta State.
- assess the influence of poor infrastructural facilities on the implementation of inclusive practices in nursery schools in Oshimili South Local Government Area of Delta State.
Research Questions
- How does the inadequacy of instructional materials influence the implementation of inclusive practices in nursery schools in Oshimili South Local Government Area of Delta State?
- How does teachers’ professional competence influence the implementation of inclusive practices in nursery schools in Oshimili South Local Government Area of Delta State?
- How does poor infrastructural provision influence the implementation of inclusive practices in nursery schools in Oshimili South Local Government Area of Delta State?
Significance of the Study
The study would be of immense benefit to pupils, teachers, school administrators, policy makers and future researchers.
This study is significant to pupils as it addresses challenges that prevent them from fully benefiting from inclusive education. Pupils, especially those with special needs, would gain improved access to instructional materials and safer, child-friendly learning environments. With better-trained teachers and supportive attitudes from parents and staff, they would experience a sense of belonging and confidence to participate actively in class. The findings will ensure that pupils are given equal opportunities to grow cognitively, socially, and emotionally while reducing marginalization and stigmatization. Inclusive practices inspired by the study would also help pupils build collaboration with peers, develop independence, and enjoy education as a positive and rewarding experience. Ultimately, the study strengthens pupils’ foundation for future academic and personal growth.
Teachers would benefit from this study as it sheds light on the challenges of inclusion and offers practical solutions to improve classroom practices. The findings emphasize the importance of professional competence, motivating teachers to engage in continuous training and adopt learner-centered strategies. It would encourage teachers to develop empathy, patience, and positive attitudes toward pupils with special needs, while also learning to maximize available resources creatively. The study would further enhance classroom management skills, promote collaboration with parents and administrators, and reduce stress in handling inclusive classrooms. As teachers become more confident and effective in inclusive settings, they would find greater fulfillment in their professional roles. Ultimately, the study empowers teachers to act as agents of change in ensuring equal learning opportunities for every child.
For school administrators, this study is valuable as it highlights the structural and administrative barriers to inclusive education. The findings would help them prioritize the provision of adequate teaching aids, accessible infrastructure, and supportive resources for teachers and pupils. Administrators would also be encouraged to promote inclusive-friendly policies, organize training programs, and involve parents and communities in strengthening inclusiveness. By doing so, schools would become safer and more accommodating environments for all learners. The study also stresses the importance of monitoring and evaluation systems to track progress and advocate for more government support. Ultimately, administrators would be better positioned to lead effectively, ensuring equity and quality in nursery education.
Policy makers would gain from this study as it provides evidence-based insights into the real challenges facing inclusive education at the grassroots. The findings would guide them in designing context-specific policies that address infrastructural gaps, resource provision, and teacher training needs. It would also encourage greater investment in early childhood education and ensure effective supervision of policy implementation. By drawing attention to issues such as teacher and parent attitudes, the study would help policy makers promote advocacy programs that sensitize communities on the importance of inclusion. Additionally, the findings would support curriculum developers in embedding inclusive pedagogy in teacher training programs. Ultimately, the study empowers policy makers to design equitable and sustainable education systems that align with national priorities and global goals like the SDGs.
Future researchers would find this study useful as it adds to the growing body of knowledge on inclusive education in Nigeria. The localized focus on Oshimili South provides a case study that would be compared with other regions, while the methodological approach offers a framework for similar investigations. The findings highlight gaps in teacher training, infrastructural provision, and community participation, inspiring further research into practical solutions and innovations. Scholars would also benefit from insights on attitudinal barriers, which would stimulate deeper qualitative studies. In addition, postgraduate students and academics would use the study as a reference point to design interventions that strengthen inclusion.
Scope of the Study
This study is focused on examining the influence of the challenges facing the implementation of inclusive practices in nursery school in Oshimili South Local Government Area of Delta State. With particular emphasis on inadequate instructional materials, teachers’ professional competence and poor infrastructural facilities.
Pages: 62
Category: Project
Format: Word & PDF
Chapters: 1-5
Source: Imsuinfo
Material contains Table of Content, Abstract and References.
