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EQUALIZING EDUCATIONAL OPPORTUNITIES FOR THE NIGERIAN-GHANAIAN BLIND GIRL-CHILD
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Inroduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
This abstract explores the importance of equalizing educational opportunities for blind girl-children in Nigeria and Ghana. Despite efforts to promote inclusive education, blind girls in these countries continue to face numerous barriers that hinder their access to quality education. This abstract highlights the specific challenges faced by blind girl-children, including limited access to educational resources, societal stigma, and inadequate infrastructure. It also presents potential strategies to address these challenges, such as promoting inclusive policies, providing assistive technologies, and sensitizing communities to reduce stigma.
The abstract emphasizes the significance of education in empowering blind girl-children and promoting their social inclusion. It highlights the potential long-term benefits of addressing educational disparities for blind girls, such as increased employment opportunities, enhanced social participation, and improved quality of life. Furthermore, it discusses the importance of collaboration between governments, educational institutions, non-governmental organizations, and community members to create an enabling environment for blind girl-children’s education.
The abstract concludes by emphasizing the urgency of prioritizing equal educational opportunities for blind girl-children in Nigeria and Ghana. It highlights the need for comprehensive interventions that address systemic barriers, provide specialized resources, and foster inclusive educational environments. By overcoming these challenges, blind girl-children can be empowered to reach their full potential, contribute to their communities, and break the cycle of inequality.
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