ABSTRACT
The title of this study is Secondary School Teachers and students perception of problems, needs and implication of special education (A case study of Ezeagu Local Government Area). The researchers are to identify the contribution of secondary school teachers and students on special education. The 25 secondary schools under this study has the total of 7, 502, (2596 for junior students, 4540 for senior students, 142 for junior sta and 224 for senior sta). A sample size of 40 were randomly selected (14 junior students, 24 senior students, 1 junior sta and 1 senior sta) while frequency and percentage are used for data analysis. The researchers used both primary and secondary source of data to gather information for the study and Questionnaire was used to collect data. From the study, the researchers discovered that special education has an impact to a very extent on the lives of people with disability at Ezeagu L.G.A, school at Ezeagu L.G.A are equipped for special education to a very small extent and the effort of the government towards providing the needs of special education in Ezeagu L.G.A is to a small extent which is need to improve.
CHAPTER ONE
INTRODUCTION
BACKGROUND TO THE STUDY
National policy on Education (1997) defines special education as education of children and adults who have learning difficulty because of different sorts of handicaps such as blindness, partial sightedness, deafness, hardness of hearing, mental retardation, social mal-adjustments, physical handicap due to circumstances of birth, inheritance, social position, mental and physical health pattern or accident in later life. As a result, few children and adults are unable to cope with the normal school class organization and methods. There are also the specially gifted children who are intellectually precocious and find themselves insufficiently challenged by the programme of the normal school and who may take to stubbornness and apathy, in resistance to it.
Adima (1989) in line with Abosi highlighted some of the curriculum content of the traditional form of special education some of these include lesson in art of fortune telling, cracking palm – nuts, art craft, preparation and rafia-palm for roofing houses, farming and many other practical skills for economic independence. There were training facilities forms where teachers which included parents, close relations and other members of the community were drawn to teach handicapped follows not as separate people, but as fully integrated part of the community. By so doing, they reap the enviable advantages of mainstreaming as a system for educating the handicapped.
The purpose of the traditional form of education enunciated by fafunwa (1982) also applied to the education of the handicapped functionalism was the guiding principle and people learnt by doing and observation. There was emphasis on social responsibility, job orientation, honesty, political participation, spiritual and moral valises. Nwangwu (1982) pointed to the united Nation Universal Declaration of human right in 1948, which made some assertions about the right of every human being. The article one of the Declaration stated that all people are born free and equal in dignity and right. Article 26 of the Declaration stated that every one has the right to education which shall be free and compulsory at least at the primary school level. It is importance to note that this declaration was the fulcrum of all agitations for the right of all disabled as human beings.
fake rolex says
118359 396631Aw, i thought this was quite a very good post. In concept I would like to devote writing such as this moreover – spending time and actual effort to produce a terrific article but exactly what do I say I procrastinate alot by no means manage to get something done. 372486
dewajitu says
355836 993194I see your point, and I totally appreciate your article. For what its worth I will tell all my pals about it, quite resourceful. Later. 932825