A Study on Educational Planning for Inclusive Education and the Management of Learners with Special Needs in Ogun State

Abstract

Inclusive education has become a global priority, emphasizing the need to provide equitable educational opportunities for learners with special needs. In Nigeria, the implementation of inclusive education depends heavily on effective educational planning, yet evidence on how planning influences the management of learners with special needs remains limited. This study investigated educational planning for inclusive education and its relationship with the management of learners with special needs in schools with special needs in Ogun Nigeria. A descriptive survey research design was adopted, and the population comprised school administrators and teachers. A multi-stage sampling technique was used to select 120 respondents from Ogun State. Data were collected using a structured questionnaire and analyzed using descriptive statistics of mean and standard deviation. Findings revealed that educational planning and management practices were generally at a moderate level (Mean = 3.06). Challenges such as inadequate funding, limited assistive technologies, and shortage of trained personnel were identified as major barriers. The study concluded that systematic and well-resourced educational planning is critical for the effective management of learners with special needs. Recommendations include increased funding, enhanced teacher training, and the adoption of data-driven and integrated planning approaches to strengthen inclusive education in Ogun State.