WORKING WITH PARAPROFESSIONALS IN INCLUSIVE NIGERIAN CLASSROOMS: A CASE STUDY.

WORKING WITH PARAPROFESSIONALS IN INCLUSIVE NIGERIAN CLASSROOMS: A CASE STUDY.

ABSTRACT

This case study explores the collaboration between educators and paraprofessionals in inclusive classrooms in Nigeria, aiming to enhance the educational experience of students with diverse learning needs. Recognizing the pivotal role of teamwork in creating inclusive learning environments, this research employs a mixed-methods approach, combining surveys, interviews, and classroom observations. The study encompasses a diverse sample of educators and paraprofessionals from various educational settings across different regions in Nigeria. Findings reveal that effective collaboration between educators and paraprofessionals significantly contributes to the inclusive education experience. The study highlights the specific roles and responsibilities of paraprofessionals, including providing individualized support, implementing accommodations, and facilitating student engagement. Moreover, the research underscores the importance of clear communication, mutual respect, and ongoing professional development for both educators and paraprofessionals. the study also uncovers challenges in the implementation of collaborative practices, including the need for targeted training and support for paraprofessionals, considerations for workload distribution, and maintaining open lines of communication between team members. Additionally, cultural perspectives and attitudes towards inclusive education may influence the acceptance and adoption of collaborative practices within the Nigerian educational context. this case study hold significant implications for inclusive education policy and practice in Nigeria. Recommendations are provided for fostering and sustaining effective collaboration between educators and paraprofessionals, 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 collaboration between educators and paraprofessionals 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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