ALTERNATIVE COMMUNICATION (AAC) STRATEGIES FOR STUDENTS WITH MULTIPLE DISABILITIES IN NIGERIAN SCHOOLS

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

ABSTRACT

The implementation and efficiency of co-teaching approaches in fostering inclusive education in Nigerian elementary schools are examined in this case study. This research uses a mixed-methods approach, integrating classroom observations, teacher interviews, and student evaluations, in recognition of the necessity of providing fair educational opportunities for all kids, including those with unique learning needs. The study includes primary school classes from a varied sample of Nigerian areas. 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. However, 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. The findings of this case study hold significant implications for inclusive education policy and practice in Nigeria. Recommendations are provided for the further development and expansion of co-teaching initiatives, 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 empowerment 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 PRIMARY SCHOOLS: A CASE STUDY, GET MORE MASTERS SPECIAL EDUCATION

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