Assessment of Special Material Resources for Implementation of Inclusive Secondary Education in Nigeria

Abstract

The study assessed special material resources for implementation of inclusive secondary education in Nigeria. The study was a theoretical construct that sees education as a crucial element in the promotion of equity and educational access for all students irrespective of their abilities or otherwise. Special resources serve as pivotal tools in enabling teaching reality through the adoption of inclusive practices and the provision of appropriate resources to meet the needs of all students. Educational systems have the capacity to cultivate a more inclusive society that values diversity and fosters the holistic development of every learner. This study examined the availability of specialized material resources absolutely needed for the execution of inclusive secondary education for students who are Deaf, Mute, Blind, and Autistic in Nigeria, focusing on assessing the most recent condition of these resources, comparing their availability with international benchmarks, and identifying the challenges and hindrances to resource supply. The lack of sufficient financial resources is a critical hurdle to realizing inclusive education, obstructing the availability of vital materials, the deficiency of a coherent and all-encompassing policy framework that complicates the practical application of inclusive education, and prevailing societal biases and cultural barriers that shape the allocation and prioritization of resources crucial for inclusive education. The study proposed methodologies for improving the accessibility of specialized material resources, the formulation of explicit policies that mandate the provision and upkeep of specialized educational resources, and the exploration of potential partnerships with international organizations.