inclusive education

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