COLLABORATIVE TEAMING FOR INCLUSIVE EDUCATION: A CASE STUDY OF A NIGERIAN SCHOOL.

COLLABORATIVE TEAMING FOR INCLUSIVE EDUCATION: A CASE STUDY OF A NIGERIAN SCHOOL.

This case study investigates the implementation and impact of collaborative teaming practices in fostering inclusive education within a Nigerian school. Recognizing the importance of coordinated efforts among educators and support staff, this research employs a mixed-methods approach, combining interviews, observations, and document analysis. The study centers on a diverse sample of educators, specialists, and administrators from a selected Nigerian school. Findings reveal that collaborative teaming plays a pivotal role in creating an inclusive learning environment that meets the diverse needs of all students. The study underscores the specific roles and responsibilities of team members, including shared planning, individualized support, and ongoing professional development. Moreover, the research highlights the importance of clear communication, mutual respect, and a shared commitment to inclusive practices. The study also uncovers challenges in the implementation of collaborative teaming, including the need for targeted training and support for team members, considerations for workload distribution, and the establishment of effective communication channels. Additionally, cultural perspectives and attitudes towards inclusive education may influence the acceptance and adoption of collaborative practices within the Nigerian educational context. The findings of this case study carry significant implications for inclusive education policy and practice in Nigeria. Recommendations are provided for fostering and sustaining effective collaborative teaming, including increased investment in professional development, dedicated planning time, and ongoing support mechanisms. This research contributes to the broader discourse on inclusive education and the empowerment of students with diverse learning needs. By showcasing the effectiveness of collaborative teaming within the Nigerian context, this study advocates for the widespread adoption and integration of teamwork and shared responsibility to create inclusive learning environments. The insights gained from this case study can serve as a foundation for further research and inform best practices in supporting inclusive education not only in Nigeria but also in diverse global educational contexts.

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