inclusive education

This study was designed to examine the influence of societal attitudes toward the education of learners with hearing impairments in Benin City. Four research questions were formulated to guide the study. The study adopted a descriptive research design. The total sample of the study consisted of fifty(50) learners with hearing impairments in Ihogbe College, from both junior and senior schools (Hearing Impaired unit) in Benin City, a public Secondary School in the sampled area. Random sampling technique has used to select the respondents. The research instruments for the study was a questionnaire titled "Societal Attitudes Towards the Education of Learners with Hearing Impairments Questionnaire" which was distributed to the respondents and collected immediately after completion. Simple frequency percentages, mean scores and standard deviations were used to analyze the responses. To ensure the reliability of the study, Cronbach's Alpha was calculated, yielding a value of 0.716. The findings revealed that societal attitudes have a minimal direct impact on these learners' educational experiences, with most respondents reporting no significant stigma or discrimination from peers or teachers. However, the study highlights that misconceptions and lack of awareness about hearing impairments create challenges in their education, particularly regarding inclusion in regular classrooms. While societal attitudes do not significantly motivate academic achievement, they negatively influence learners' self-esteem and confidence. The study indicates that negative perceptions from peers and teachers, while not directly affecting academic performance, can lower motivation and self-confidence, leading to indirect impact on academic success. Overall, the findings suggests that societal attitudes, while having a modest influence, play a more significant role in shaping the emotional well being and inclusion of learners with hearing impairments than in their academic outcomes.

The study investigated self-esteem as a correlate of shyness among students with disabilities in secondary schools in Oredo Local Government. Four research questions guided this study. The study adopted a descriptive survey research design, and 100 learners with disabilities in Oredo Local Government participated in the study.

The research instrument consisted of a shyness and self-e teem scale, which was validated by the researcher’s supervisor and two other experts in the Department of Educational Evaluation and Counselling Psychology. The instrument was subjected to Cronbach’s alpha reliability testing, which showed a reliability coefficient of 0.71 and 0.73 for the shyness and self-esteem scales, respectively.

The findings revealed the prevalence of shyness among students with disabilities in public schools in Oredo Local Government. Furthermore, the study showed that shyness contributes to low self-esteem among these students. The study concluded that by addressing the psychological needs of learners with disabilities, educators and policymakers can create inclusive and supportive learning environments that promote the holistic development and well-being of students in secondary schools. The study recommended that school administrators and educators develop and implement targeted interventions within the school curriculum to address shyness among students with disabilities. Additionally, parents and caregivers should encourage and reinforce a positive self-image and sense of self-worth in children with disabilities.
Keywords: Self-esteem, Shyness, Students with Disabilities, Secondary Schools, Oredo Local Government, Inclusive Education If you want, I can also help you rewrite it in a more concise academic style suitable for publication in a journal—it would make it sound more professional and easier to read. Do you want me to do that?

The subject matter of this research work is the problems of the education of the physically challenged in Nigeria. A case study of Oredo Local Government Area of Edo State. The total population of this study was two hundred and sixty-seven (267) persons, using a simple random sampling technique, the numbers of respondents became one hundred (100). Four research questions were formulated to guide the study, from which the questionnaire was designed. From the analyzed data, it showed that the problems of educating the physically challenged students in schools include; Unequipped teachers, lack school facilities, attitude of non-disabled students towards physically handicapped student. That the identify the conditions for educating physically challenged students include; facilities like braille reading materials, measurement kits for the visually impaired, hearing aids for hearing impaired. That the instructional resources provided for the education of the physically challenged include; Accessible Instructional Materials (AIM), National Instructional Materials Access Centre (“NIMAC”), it was revealed that there are specialized teachers, equipped classrooms, and facilities. That government should ensure that the classroom is arranged in such a manner that the physically challenged child can move above the classroom with minimum stress, extra time should be given to students to enable them conclude assigned functions and for carrying out assignments and tests