CO-TEACHING MODELS FOR INCLUSIVE EDUCATION IN NIGERIAN SECONDARY SCHOOLS: A CASE STUDY.

CO-TEACHING MODELS FOR INCLUSIVE EDUCATION IN NIGERIAN SECONDARY SCHOOLS: A CASE STUDY.

ABSTRACT

This case study investigates the implementation and impact of co-teaching models in promoting inclusive education in Nigerian secondary schools. Recognizing the imperative of providing equitable educational opportunities for all students, including those with diverse learning needs, this research employs a mixed-methods approach, combining classroom observations, teacher interviews, and student assessments. The study encompasses a diverse sample of secondary school classrooms across various regions in Nigeria. Findings reveal that co-teaching models, characterized by collaborative partnerships between general and special educators, positively impact the learning experiences of students with diverse needs. The study identifies various co-teaching approaches, including team teaching, parallel teaching, and alternative teaching, each offering unique benefits in meeting the diverse learning styles and abilities of students. Additionally, the research highlights the pivotal role of effective communication, shared planning, and mutual support among co-teaching pairs. the study also uncovers challenges in the adoption of co-teaching models, including a need for specialized training and ongoing professional development for educators, as well as considerations for class size and resource allocation. Moreover, cultural perceptions and attitudes towards inclusive education may influence the acceptance and implementation of co-teaching practices within the Nigerian educational context. this case study hold significant implications for inclusive education policy and practice in Nigeria. Recommendations are provided for the development of comprehensive co-teaching programs, emphasizing increased investment in professional development, ongoing mentorship programs, and collaborative platforms for educators to share best practices. This research contributes to the broader discourse on inclusive education and the support of students with diverse learning needs. By showcasing the effectiveness of co-teaching models within the Nigerian context, this study advocates for the widespread adoption and integration of collaborative practices to create inclusive learning environments. The insights garnered from this case study can serve as a foundation for further research and inform best practices in inclusive education not only in Nigeria but also in diverse global educational contexts.

CO-TEACHING MODELS FOR INCLUSIVE EDUCATION IN NIGERIAN SECONDARY SCHOOLS: A CASE STUDY, GET MORE MASTERS SPECIAL EDUCATION

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