Percieved chalenges militating against effective implementation of inclusive school practices for pupils with special needs in Akwa Ibom and Cross River State – Nigeria

The study investigated the problems hindering effective implementation of inclusive school practices for person with special needs in public primary schools in Akwa Ibom and Cross River State of Nigeria. Two research questions and three research hypotheses guided the study. The study adopted descriptive survey design and accidental sampling techniques was used to elicit responses from 40 head teachers and 160 classroom teachers in the two states. An instrument tagged problem hindering effective implementation of inclusive school practices questionnaire (PHE11DQ) was used to obtained data for the study, this was face validated by three research experts to ensure face and content validity. The reliability coefficient of 0.75 was deduced as a measure of internal consistency through the use Cronbach alpha statistical technique. Data collected were analyzed using chi-square statistical tool and Items covered included, parents’ teacher relationship, class size, legislation, teacher’s experiences, funding, in service training, teaching materials and teacher ratio. Items with means score of 3.00 and above where seen as the major problem face by effective implementation of inclusive school practices in the study area. The discussion bothered majorly on funding, legislation, and in-services training as problems hindering effective implementation of inclusive school practices in the two states. The null hypotheses were all accepted and conclusion was drawn thereafter that, for inclusive education to function effectively government should demonstrate commitment in teacher in-service training, legislation and funding of education. It was recommended that government should set aside funds for inclusive school practices, adequate laws should be made and enforced and teachers should be trained on how to provide inclusive services to deserving students/ pupil with special educational needs in their classroom/ schools in the two states under study.