Project – Implementation of Inclusive Education and Its Challenges in Some Selected Public Primary Schools in Surulere, Lagos State, Nigeria

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Inclusive education is an educational reform approach that ensures all learners, including those with special educational needs and disabilities (SEND), are educated within mainstream schools regardless of their differences. The concept is grounded in global education rights frameworks such as the Salamanca Statement (UNESCO, 1994) and the United Nations Convention on the Rights of Persons with Disabilities (UN, 2006), which emphasize equal access to quality education for all learners without discrimination.

Globally, inclusive education is closely linked to the achievement of Sustainable Development Goal 4 (SDG 4), which promotes equitable and inclusive quality education. According to UNESCO (2021), inclusive education requires restructuring school systems to accommodate diverse learners rather than expecting learners to adjust to rigid educational systems. This includes adapting curriculum, instructional methods, learning environments, and assessment strategies to meet the needs of all students.

Despite global advocacy, implementation remains a major challenge, especially in developing countries. Research has shown that many education systems in sub-Saharan Africa struggle with inadequate funding, lack of trained teachers, insufficient instructional materials, and negative attitudes toward learners with disabilities (Angwaomaodoko, 2023). These constraints significantly limit the effective implementation of inclusive education in public schools.

In Nigeria, inclusive education is officially supported through national education policies; however, practical implementation remains weak in many public primary schools. Studies indicate that teachers often lack adequate training in special needs education, and many schools are not structurally prepared to accommodate learners with disabilities (Olosudo & Farrow, 2021). In addition, overcrowded classrooms and limited access to assistive learning materials further hinder effective inclusion (Odo et al., 2021).

Specifically, in Lagos State, efforts have been made to promote inclusive education, yet implementation remains inconsistent across schools. According to Sebili et al. (2025), teachers in Lagos State face challenges such as inadequate training, lack of assistive devices, and poor infrastructural support when implementing inclusive education for children with intellectual disabilities. Furthermore, studies reveal that many teachers still hold negative or unprepared attitudes toward inclusive practices due to limited exposure and professional development opportunities (Olosudo & Farrow, 2021).

In Surulere Local Government Area, which is densely populated and educationally diverse, public primary schools face additional challenges such as overcrowding, limited teaching resources, and varying learner abilities. These conditions make the implementation of inclusive education more complex and demanding for teachers. As a result, many learners with special needs are either partially included or excluded from meaningful participation in classroom activities.

Therefore, examining the implementation of inclusive education and its challenges in selected public primary schools in Surulere is essential for understanding how policy translates into practice at the grassroots level.

1.2 Statement of the Problem

Although Nigeria has adopted inclusive education policies in line with international standards, the implementation in public primary schools remains largely ineffective (UNESCO, 2021). In principle, inclusive education is expected to provide equal learning opportunities for all learners, including those with disabilities. However, in reality, many schools still struggle to accommodate diverse learners effectively.

In Surulere Local Government Area of Lagos State, public primary schools face significant challenges that hinder effective implementation of inclusive education. These include inadequate teacher training in special needs education, lack of assistive instructional materials, overcrowded classrooms, and insufficient infrastructural facilities (Sebili et al., 2025). These challenges reduce the ability of teachers to effectively support learners with special needs in mainstream classrooms.

Furthermore, research indicates that many teachers lack the necessary skills and competencies required for inclusive classroom management and instruction (Olosudo & Farrow, 2021). As a result, learners with disabilities often experience limited participation, poor academic engagement, and reduced learning outcomes. In some cases, they are physically present in classrooms but excluded from meaningful instructional activities.

Additionally, negative or unprepared teacher attitudes have been identified as a major barrier to successful inclusive education implementation in Nigeria (Odo et al., 2021). Without adequate training, resources, and institutional support, teachers may struggle to meet the diverse needs of learners in inclusive classrooms.

If these challenges are not addressed, inclusive education may remain a policy ideal rather than a practical reality in Nigerian primary schools. This study therefore investigates the implementation of inclusive education and its challenges in selected public primary schools in Surulere, Lagos State.

1.3 Objectives of the Study

The main objective of this study is to examine the implementation of inclusive education and its challenges in selected public primary schools in Surulere, Lagos State.

Specifically, the study seeks to:

1. Determine the extent of implementation of inclusive education in selected public primary schools.
2. Identify the challenges affecting inclusive education implementation.
3. Assess teachers’ preparedness for inclusive education.
4. Examine the availability of teaching and learning resources for inclusive education.

1.4 Research Question

1. 1. What is the extent of implementation of inclusive education in selected public primary schools?
   2. What are the challenges affecting the implementation of inclusive education in selected public primary schools?
   3. How prepared are teachers for the implementation of inclusive education in selected public primary schools?
   4. What is the level of availability of teaching and learning resources for inclusive education in selected public primary schools?

1.5 Research Hypothesis

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

H₀: There is no significant relationship between challenges of inclusive education and its effective implementation in selected public primary schools in Surulere, Lagos State.

H₁: There is a significant relationship between challenges of inclusive education and its effective implementation in selected public primary schools in Surulere, Lagos State.

1.6 Significance of the Study

This study will be significant to policymakers, educators, researchers, and school administrators. It will provide empirical evidence on the practical challenges of inclusive education implementation in Lagos State. The findings will assist the Lagos State Ministry of Education in designing more effective teacher training programs and resource allocation strategies.

It will also help teachers understand the importance of inclusive practices and identify areas for professional improvement. Furthermore, it will contribute to academic literature on inclusive education in developing countries and serve as a reference for future researchers.

1.7 Scope of the Study

This study is limited to selected public primary schools in Surulere Local Government Area of Lagos State, Nigeria. It focuses on inclusive education implementation, challenges faced by teachers, availability of resources, and teacher preparedness.

1.8 Operational Definition of Terms

Inclusive Education: Education system where learners with and without disabilities are taught together in the same classroom with appropriate support.

Implementation: The practical application of inclusive education policies in schools.

Challenges: Factors that hinder effective inclusive education delivery, such as lack of training, resources, and infrastructure.

Public Primary Schools: Government-owned basic education institutions for children aged 6–12 years.

Special Needs Learners: Pupils who require additional educational support due to physical, cognitive, emotional, or learning difficulties.

Project – Implementation of Inclusive Education and Its Challenges in Some Selected Public Primary Schools in Surulere, Lagos State, Nigeria