COLLABORATION BETWEEN GENERAL AND SPECIAL EDUCATION TEACHERS IN INCLUSIVE NIGERIAN CLASSROOMS: A CASE STUDY.
ABSTRACT
This case study delves into the dynamics and effectiveness of collaborative efforts between general and special education teachers within inclusive classrooms in Nigeria. Recognizing the pivotal role of teamwork in creating inclusive learning environments, this research employs a mixed-methods approach, combining surveys, interviews, and classroom observations. The study encompasses a diverse sample of educators from various educational settings across different regions in Nigeria. Findings underscore the transformative impact of collaborative practices on the inclusive education experience. Close cooperation between general and special education teachers leads to improved differentiation of instruction, individualized support, and enhanced learning outcomes for students with diverse learning needs. The study identifies specific collaborative strategies, such as co-planning, co-teaching, and shared assessment practices, which contribute to a more inclusive and enriching educational experience for all students. However, the research also uncovers challenges in the implementation of collaborative practices, including limited time for planning and collaboration, the need for targeted professional development, and considerations for workload distribution among educators. Additionally, cultural perspectives and attitudes towards inclusive education may influence the acceptance and adoption of collaborative practices within the Nigerian educational context. The findings of this case study carry significant implications for inclusive education policy and practice in Nigeria. Recommendations are provided for fostering and sustaining effective collaboration between general and special education teachers, including increased investment in professional development, dedicated planning time, and ongoing support mechanisms. This research contributes to the broader discourse on inclusive education and the empowerment of students with diverse learning needs. By showcasing the effectiveness of collaborative practices within the Nigerian context, this study advocates for the widespread adoption and integration of teamwork and shared responsibility to create inclusive learning environments. The insights gained from this case study can serve as a foundation for further research and inform best practices in supporting inclusive education not only in Nigeria but also in diverse global educational contexts.
COLLABORATION BETWEEN GENERAL AND SPECIAL EDUCATION TEACHERS IN INCLUSIVE NIGERIAN CLASSROOMS: A CASE STUDY, GET MORE MASTERS SPECIAL EDUCATION