Teachers’ Proficiency and Application of Instructional Strategies for Teaching in an Inclusive Classroom in Abia State

Abstract

This study investigated teachers’ proficiency and utilization of instructional strategies for teaching in an inclusive classroom in Abia State. The study adopted descriptive survey design to assess the extent secondary school teachers in Abia State are proficient and utilize the various instructional strategies available for teaching in an inclusive classroom in Umuahia education zone. The population consist of 7,400 Senior Secondary teachers. The sample size of the study was 84 secondary school teachers comprising 34 males and 50 females. Simple random technique was used to select one education zone. The instrument for data collection was the questionnaire constructed by the researcher. Face and content validity were established by three experts. The reliability of the instrument was obtained by administering 20 copies to a school which was outside the sampled schools. The scores obtained from the test were analysed using Cronbach Alpha. Reliability index of 0.79 was obtained indicating that the instrument was reliable for the study. Data collected was analysed using mean with standard deviation and t-test. Findings indicated that many teachers are handicapped when it comes to teaching special needs students in an inclusive classroom as a result of lack of knowledge and utilization of the various assistive technologies. Findings also showed that most teachers in Abia state do not know nor apply the instructional strategies for teaching in an inclusive classroom. It was recommended that teachers in an inclusive classroom should be trained on the various instructional strategies for teaching in an inclusive classroom.