Inclusive Practice in Nigerian Classrooms

Mary Taiwo, Lani Florian

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This chapter presents a recently completed study that focused on how classroom teachers in Nigeria are developing inclusive practice. Qualitative data were generated through the use of semi-structured (non-participant) classroom observations and follow-up interviews with 12 teachers. The framework for participation (Black-Hawkins, 2014; Black-Hawkins, 2010) was used as a theoretical framework to guide the process of data generation, data analysis and interpretation of the research findings. Data findings illustrate how a mixture of beliefs and knowledge influence what teachers do in classrooms. Although both factors interact and influence teachers’ actual practice, it also emerged that the most important factor influencing teachers’ actions is the teacher’s understanding of what learning is and the processes through which learning can effectively take place for all children.
Original languageEnglish
Title of host publicationPromoting Social Inclusion
EditorsKate Scorgie, Chris Forlin
PublisherEmerald Group Publishing Limited
Pages105-118
Number of pages14
Volume13
ISBN (Electronic)978-1-78769-523-8
ISBN (Print)978-1-78769-524-5
DOIs
Publication statusPublished - 20 May 2019

Publication series

NameInternational Perspectives on Inclusive Education
PublisherEmerald Group Publishing Limited
Volume13
ISSN (Print)1479-3636

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