Prospects of Implementation of Mathematics Curriculum for Inclusive Basic Education System in Niger State, Nigeria

Abstract

Inclusive basic education is a type of education for all categories of learners without discrimination. This paper discusses the prospect of the implementation of mathematics curriculum in inclusive basic education in Niger State. The study adopted a Cross-sectional descriptive survey research method. The population of the study constituted of all over three thousand lower basic and middle basic (primary schools) school’s teachers and administrators from the three senatorial zones in Niger State. Stratified random sampling procedure was employed to obtain three hundred and thirty teachers, and forty-two administrators which constitute the sample for the study. A structured questionnaire titled “Mathematics Education and Inclusive Basic Education Questionnaire MEDIBEQ” was used for data collection. The questionnaire was validated with reliability coefficient of 0.635 using Cronbach alpha 20 (α20). The questionnaire was analyzed using percentages (%), means and standard deviation to answer the research questions. Some of the prospects of inclusive basic education are discussed. It was recommended that Communities and parents should be enlightened on the importance of inclusive education in Niger State as means of fostering unity in diversity, enhancing tolerance among learners and improvement of education for all categories of learners and that all children with disabilities should be admitted in public schools in order to encourage and motivate them towards their education