INVESTIGATION INTO THE PROBLEMS FACED BY STUDENTS WITH SPECIAL NEEDS IN THE STUDY OF ECONOMICS IN THE GOVERNMENT SECONDARY SCHOOLS

CHAPTER ONE

INTRODUCTION

Background to the Study

All round the world, the field of special needs education and its clients always face all forms of problems and barriers that range from physical, social, economic to attitudinal changes; these barriers in the field often exclude its beneficiaries from acting fully and effectively in their environments or societies. Persons with special needs lack right to education , right to employment, right to social integration. These persons suffer stigmatization, negative attitude from the society, poor health care systems and above all legal support system become a fantasy. All these are due to the non-recognition on the field of special need education faced globally, especially in Nigeria (FGN, 2004). In 2006, an international disability movement took a bold step with the adoption of the convention on the rights of persons with disability. The united nations really worked to change the attitudes and approaches of the society and governments of all nations to special need education issues, toward ensuring that persons with special need have full equality and participation in public and social lives. This design of the convention of the united national has the intention to break all barriers facing special needs education and its beneficiaries. It is also human rights instrument that contains development dimension, which is intended to realize equality and participation of persons with special needs in all development processes.

Very recently, the United Nations General Assembly has emphasized that the genuine achievement of Millennium Development Goals (MDGs), Education For All (EFA) and other globally agreed development goals, needs the integration and inclusion of the rights and opinions of persons with special need in all endeavors at national, regional and international levels. The General Assembly in realizing this goal convened high level meeting of disability in 2011 at the level of Head of Government to discuss the way towards 2015 and beyond. The aim of this target as adopted as an action-oriented document that provides policy guidance that will assist in translating the international commitment for a disability inclusive society and strengthen goal effort to ensure accessibility for inclusion of persons with special needs in all areas of development. Looking at the effort of the United Nations in the convention, its laudable intention is to promote accessibility remove or break all kinds of challenges or barriers facing persons with special needs in our society. The trend in social policy in many countries of the world during the past three (3) decades in the special needs education has been on promoting inclusive programmes and how all barriers facing person with special needs be removed and to combat exclusionary and disciplinary practices (Disabled People International, DPI, 2005; Lindsay, 2007, Mittler, 2000). The fundamental principle of special needs educations is that all children with special needs learn in a least restrictive environment, regardless of any difficulties and differences they have (UNESCO, 2003). But, throughout the world, children with special needs are often marginalized within or indeed, even sometimes excluded from the scheme of things (Ainscow and Haile-Giorgis, 1998).