Project – Teachers’ Use of Inclusive Instructional Strategies and the Classroom Participation of Learners with Disabilities: A Study of Selected Public Schools in Lagos State

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Education is widely recognized as a fundamental means of developing human capabilities, promoting social participation and creating opportunities for individuals to contribute meaningfully to society. Contemporary educational thinking increasingly emphasizes that access to education should not be determined by disability, ability level, social background or other characteristics of learners. Inclusive education therefore seeks to ensure that learners with different abilities and educational needs participate meaningfully in common learning environments. The 2020 Global Education Monitoring Report explains that inclusion is central to Sustainable Development Goal 4 and requires education systems to remove barriers that prevent learners from accessing, participating in and benefiting from education. For learners with disabilities, inclusion involves considerably more than simply placing them physically in mainstream classrooms; it requires changes in teaching, support systems, school organization and classroom practices so that learners can participate meaningfully in educational activities. 

Learners with disabilities constitute a diverse group whose educational needs may differ according to the nature and severity of their disabilities. They may include learners with visual impairment, hearing impairment, physical disabilities, intellectual disabilities, autism spectrum conditions, learning difficulties and other conditions that may affect communication, mobility, attention or participation in classroom activities. Consequently, the use of one uniform instructional method may not provide equitable opportunities for all learners. Florian and Black-Hawkins (2011) conceptualize inclusive pedagogy as an approach in which teachers extend what is generally available to everybody rather than developing completely separate teaching arrangements for learners perceived to have additional needs. Their work emphasizes the importance of classroom practices that expand learning opportunities and enable diverse learners to participate in classroom life. This perspective places the teacher and the instructional process at the centre of meaningful inclusion because physical placement alone cannot guarantee participation. 

Inclusive instructional strategies refer to deliberate teaching approaches that enable learners with different abilities and learning needs to access, understand and participate in classroom instruction. Such strategies may include differentiated instruction, cooperative learning, peer-assisted learning, multisensory teaching, individualized support, flexible grouping, visual and auditory supports, questioning techniques, scaffolding, assistive technology and Universal Design for Learning (UDL). CAST’s UDL framework emphasizes providing multiple means of engagement, representation, and action and expression so that learners have different ways of accessing information, sustaining effort and demonstrating what they know. Such approaches are relevant to learners with disabilities because barriers to participation may arise not only from the learner’s impairment but also from the way instruction, materials, communication and classroom activities are designed. Thus, teachers’ instructional choices can either reduce or increase barriers to classroom participation. 

Classroom participation is an important dimension of inclusive education because successful inclusion should involve learners actively taking part in the social and academic life of the classroom rather than merely being physically present. Participation may include listening to lessons, responding to questions, asking questions, contributing to discussions, completing assignments, engaging in group activities, interacting with peers and teachers, participating in practical tasks and expressing opinions or ideas. Research on classroom discourse has shown that student participation is an important feature of learning and that forms of student-guided participation are associated with learning processes. For learners with disabilities, participation can be affected by communication barriers, limited opportunities to respond, inaccessible instructional materials, teacher expectations, peer relationships and the instructional strategies used by teachers. Therefore, teachers’ approaches to instruction are directly relevant to whether learners with disabilities become active participants in classroom learning. 

The relationship between instructional strategies and participation is particularly important because learners with disabilities may require different forms of access and support to demonstrate their knowledge and engage with classroom activities. For example, a learner with hearing impairment may benefit from visual information and clear communication, while a learner with visual impairment may require accessible audio or tactile materials. Learners with intellectual disabilities may benefit from simplified instructions, repetition, structured activities and appropriate scaffolding. Universal Design for Learning provides a framework for anticipating learner variability and designing instructional goals, materials, methods and assessments in ways that increase access and participation. Similarly, research on inclusive pedagogy suggests that teachers can create richer opportunities for participation by extending effective classroom practices to all learners rather than treating difference as a reason for exclusion. 

The Nigerian educational context makes the issue particularly important because the implementation of inclusive education has encountered challenges involving teacher preparation, instructional resources, infrastructure, professional support and attitudes toward disability. In Lagos State, Komolafe (2018) investigated inclusive education practices for learners with visual impairment and reported concerns including shortages of professionals, inadequate infrastructure and poor conditions affecting the implementation of inclusive education. More recent evidence from Lagos State also indicates that teacher preparedness and institutional conditions remain important considerations. Sebili, Omotuyole, and Alade (2025) found that teachers in Educational District VI faced challenges including inadequate numbers of trained inclusive-education teachers, insufficient funding, inadequate knowledge of inclusion implementation, difficulty changing from conventional teaching methods, inadequate infrastructure and high costs of learning materials. These findings demonstrate that the success of inclusion depends substantially on teachers’ preparedness and their capacity to translate inclusive principles into classroom practice. 

Evidence from Lagos also indicates that teachers may understand the general principle of inclusion while experiencing difficulties implementing specific inclusive instructional approaches. A study of teachers in public inclusive secondary schools in Lagos State examining Universal Design for Learning reported that teachers had only little to moderate knowledge of UDL principles and that implementation was only partial and lacked a systematic approach, with training identified as an important need. Similarly, research on teacher self-efficacy and inclusive education practices indicates that teachers with stronger perceptions of their capacity to teach inclusively tend to report practices focused on accessibility, student success, confidence and engaging classroom environments. In addition, recent research on inclusive education in Eti-Osa, Lagos State, identified personalized instruction, technology integration and collaborative learning as potentially useful strategies while also highlighting inadequate resources, insufficient teacher training and negative attitudes as continuing barriers. These findings provide a strong basis for investigating how teachers’ actual use of inclusive instructional strategies relates to classroom participation among learners with disabilities in selected public schools in Lagos State. 

1.2 Statement of the Problem

The movement toward inclusive education has increased the expectation that learners with disabilities should participate meaningfully in ordinary educational environments. However, physical placement in a mainstream classroom does not automatically result in meaningful participation. UNESCO (2020) emphasizes that inclusion involves addressing barriers within educational systems and ensuring that learners are able to participate and benefit from education. For learners with disabilities, these barriers may include inaccessible teaching materials, unsuitable communication methods, limited opportunities to respond, negative attitudes, inadequate instructional support and teaching approaches that are not sufficiently responsive to learner diversity. Consequently, a situation may exist in which learners with disabilities are enrolled in public schools but remain minimally involved in classroom discussions, group activities, practical exercises and other learning experiences. 

A major problem is that teachers may continue to rely heavily on conventional teacher-centred instructional approaches even when teaching classrooms containing learners with diverse educational needs. Inclusive education requires teachers to adjust instruction, provide alternative ways of accessing information, use appropriate learning supports and create opportunities for all learners to participate. However, evidence from Lagos State indicates that teachers face challenges in implementing inclusive education, including inadequate preparation, insufficient knowledge of inclusion implementation, difficulty changing conventional teaching methods, inadequate infrastructure and shortages of instructional materials. Sebili et al. (2025) specifically identified the inability of some teachers to move away from conventional teaching methods as one of the factors affecting inclusive education implementation in Educational District VI of Lagos State. This raises an important question concerning whether the instructional strategies employed by teachers in public schools are sufficiently inclusive to facilitate the active classroom participation of learners with disabilities. 

Another problem relates to the gap between the availability of inclusive education policies and their practical implementation at classroom level. Lagos State has undertaken efforts toward inclusive education, but research has continued to identify deficiencies in teacher preparation, professional support, infrastructure, learning materials and instructional practices. Komolafe (2018), for example, reported shortages of professionals and inadequate infrastructure in the implementation of inclusive education for learners with visual impairment in Lagos State. Research examining UDL implementation among teachers in public inclusive secondary schools in Lagos State likewise found that teachers’ knowledge was limited or moderate and that implementation was partial rather than systematic. These conditions may restrict teachers’ ability to provide multiple ways for learners with disabilities to access instruction and participate in classroom activities. The resulting concern is that the formal provision of inclusive education may not necessarily translate into equivalent opportunities for classroom participation. 

The central problem addressed by this study is therefore the need to establish the extent to which teachers’ use of inclusive instructional strategies is associated with the classroom participation of learners with disabilities in selected public schools in Lagos State. Although previous studies have identified challenges surrounding inclusive education, teacher preparedness and UDL implementation in Lagos, fewer studies have directly examined the relationship between teachers’ specific inclusive instructional strategies and the classroom participation of learners with disabilities. International evidence indicates that instructional practices, teacher responsiveness and classroom interaction can influence the opportunities available to learners with disabilities, while Nigerian and Lagos-specific studies point to continuing challenges in translating inclusive education principles into classroom practice. The present study therefore seeks to investigate whether strategies such as differentiated instruction, cooperative learning, individualized support and the use of accessible instructional materials are related to the active classroom participation of learners with disabilities in selected public schools in Lagos State.

1.3 Aim and Objectives of the Study

The main aim of this study is to examine the influence of teachers’ use of inclusive instructional strategies on the classroom participation of learners with disabilities in selected public schools in Lagos State.

The specific objectives are to:

1. examine the influence of teachers’ use of differentiated instructional strategies on the classroom participation of learners with disabilities in selected public schools in Lagos State;
2. determine the influence of cooperative and peer-assisted instructional strategies on the classroom participation of learners with disabilities in selected public schools in Lagos State;
3. assess the influence of individualized support and scaffolding strategies on the classroom participation of learners with disabilities in selected public schools in Lagos State; and
4. examine the influence of teachers’ overall use of inclusive instructional strategies on the classroom participation of learners with disabilities in selected public schools in Lagos State.

1.4 Research Questions

The following research questions will guide the study:

1. What influence does teachers’ use of differentiated instructional strategies have on the classroom participation of learners with disabilities in selected public schools in Lagos State?
2. What influence do cooperative and peer-assisted instructional strategies have on the classroom participation of learners with disabilities in selected public schools in Lagos State?
3. What influence do individualized support and scaffolding strategies have on the classroom participation of learners with disabilities in selected public schools in Lagos State?
4. What influence does teachers’ overall use of inclusive instructional strategies have on the classroom participation of learners with disabilities in selected public schools in Lagos State?

1.5 Research Hypothesis

The following null hypothesis will be tested at the 0.05 level of significance:

H₀: There is no statistically significant relationship between teachers’ use of inclusive instructional strategies and the classroom participation of learners with disabilities in selected public schools in Lagos State.

1.6 Significance of the Study

The study will be significant to learners with disabilities because it will provide evidence concerning the instructional conditions that may support their active participation in classroom activities. The findings may help draw attention to the importance of ensuring that learners with disabilities are not merely physically present in classrooms but are actively involved in learning.

The study will be useful to teachers because it may increase awareness of how instructional choices can influence the participation of learners with disabilities. The findings may encourage teachers to employ more flexible, learner-centred and accessible approaches when planning and delivering lessons.

The study will also benefit school administrators and principals. Findings from the study may assist school leaders in identifying areas where teachers require professional development and where additional instructional materials or support services are needed to strengthen inclusive classroom practice.

Special education teachers and educational psychologists may benefit from the findings because the study may provide information that can guide collaboration between regular classroom teachers and professionals supporting learners with disabilities.

The study will be useful to the Lagos State Ministry of Education and other education policymakers. Evidence from the study may help policymakers assess the practical implementation of inclusive education and determine areas requiring investment in teacher training, instructional resources, assistive technologies and school-level support.

Parents and caregivers of learners with disabilities may also benefit from the study because it may provide greater understanding of the classroom experiences of their children and the types of instructional support that can promote meaningful participation.

Finally, the study will contribute to existing literature on inclusive education in Nigeria, particularly literature relating to teachers’ instructional practices and learners’ classroom participation. It may provide a basis for future researchers to investigate inclusive pedagogy, Universal Design for Learning, teacher preparedness, disability inclusion and learner engagement in other educational settings.

1.7 Scope of the Study

The study focuses on teachers’ use of inclusive instructional strategies and the classroom participation of learners with disabilities in selected public schools in Lagos State.

The geographical scope of the study is selected public schools in Lagos State, Nigeria. The study will focus on schools in which learners with disabilities are included within regular or inclusive educational settings.

The content scope covers two major variables: teachers’ use of inclusive instructional strategies and classroom participation of learners with disabilities.

Teachers’ inclusive instructional strategies will be examined through differentiated instruction, cooperative and peer-assisted learning, individualized support and scaffolding, and the general use of inclusive teaching practices and accessible instructional materials.

Classroom participation will be examined in terms of learners’ attention during lessons, responses to teachers’ questions, asking questions, participation in discussions, engagement in group activities, completion of classroom tasks, interaction with teachers and peers, and participation in practical or other learning activities.

The study does not assume that instructional strategies are the only factors influencing classroom participation. Other factors, including disability type, school infrastructure, availability of assistive technology, teacher training, peer attitudes, family support, class size and school leadership, may also influence participation. The study is specifically concerned with the contribution of teachers’ inclusive instructional strategies.

1.8 Operational Definition of Terms

Inclusive Education: An educational approach in which schools and teaching practices are organized to enable learners with diverse abilities and educational needs to learn and participate together while barriers to participation are reduced.

Inclusive Instructional Strategies: Teaching approaches deliberately used by teachers to make lessons accessible and meaningful to learners with different abilities and educational needs.

Differentiated Instruction: The adjustment of teaching content, learning processes, instructional materials, activities or assessment approaches to respond to differences among learners.

Cooperative Learning: An instructional approach in which learners work together in structured groups to accomplish shared learning tasks and objectives.

Peer-Assisted Learning: A learning approach in which students support one another’s learning through structured peer interaction, explanation, practice or collaborative activities.

Individualized Support: Additional or personalized assistance provided to a learner according to the learner’s specific educational needs.

Scaffolding: Temporary instructional support provided by a teacher or another learner to help a student perform a task that the student may not yet be able to complete independently.

Universal Design for Learning: An educational framework that encourages teachers to provide multiple means of engagement, representation, and action and expression to reduce barriers and increase access and participation for diverse learners.

Learners with Disabilities: Students whose physical, sensory, intellectual, developmental, learning or other disabilities may affect their access to or participation in educational activities and who are included within the schools covered by this study.

Classroom Participation: The active involvement of learners in classroom learning activities, including listening, responding to questions, asking questions, contributing to discussions, interacting with peers and teachers, completing tasks and participating in group or practical activities.

Public Schools: Schools established, owned, managed or substantially funded by government and included within the scope of this study.

Teacher: A professionally responsible educator who plans and delivers instruction, manages classroom learning and supports the educational development of learners.

Lagos State: The Nigerian state in which the public schools selected for this study are located.

Project – Teachers’ Use of Inclusive Instructional Strategies and the Classroom Participation of Learners with Disabilities: A Study of Selected Public Schools in Lagos State