DEVELOPING AND EVALUATING AN INDIVIDUALIZED EDUCATION PROGRAM (IEP) FOR STUDENTS WITH LEARNING DISABILITIES IN A NIGERIAN SCHOOL.
ABSTRACT
This study delves into the process of designing, implementing, and assessing the effectiveness of Individualized Education Programs (IEPs) tailored to address the unique learning needs of students with learning disabilities in a Nigerian educational setting. Given the increasing recognition of the diverse learning profiles among students, IEPs serve as indispensable tools in ensuring that each learner receives a customized and inclusive education. Nigeria’s dynamic educational landscape, marked by cultural diversity and resource disparities, calls for an exploration of IEP implementation in this specific context. Employing a mixed-methods research design, this study combines surveys, case studies, and assessments to collect data from a purposively selected cohort of schools across varied regions in Nigeria. The research scrutinizes the experiences of students with learning disabilities, their parents, teachers, and school administrators, concentrating on the effectiveness of IEPs in bolstering academic progress and fostering holistic development. The findings reveal promising outcomes, demonstrating that well-structured and diligently executed IEPs lead to substantial improvements in academic performance, enhanced self-esteem, and greater independence for students with learning disabilities. Essential components of successful IEP implementation include collaborative planning involving parents, specialized educators, and regular classroom teachers, as well as the provision of tailored resources and teaching strategies. Nevertheless, the study identifies challenges such as limited resources, inadequate training for educators, and a need for stronger policy frameworks to support IEP implementation. Additionally, cultural perceptions surrounding disabilities play a significant role in shaping the effectiveness of IEPs in Nigerian schools
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