MOHAMMED ADENIYI OLALEKAN

Educational Foundations and Counselling Psychology

At the Educational Foundations And Counselling Psychology department office

Appointment on Visitation important

Topic: Teachers' Knowledge And Implementation Of Universal Design For Learning (UDL) Principle In Inclusive Secondary School In Lagos State

Description:

Teachers are essential in order to accommodate diverse leaners, including those with disabilities. The UDL principles promote flexible techniques and learning materials, inclusive learning environment achievement, where all learners are privilege to achieve global best learning. Therefore, there is a need for all teachers to be knowledgeable about this global practice during their training or in-service training in other to align with global practice for accessibility and inclusivity in Nigeria educational landscape Global educational practice has become a transformative approach in addressing the needs of learners with diverse needs. However, few schools are practicing universal design for learning (UDL) principles in the Nigeria education landscape due to several factors. The knowledge and implementation of UDL principles among teachers in inclusive school.

Objectives: This study examines teacher's knowledge and Implementation of UDL principles among teachers in public inclusive secondary schools in Lagos State.

Method: The study employed a descriptive research design. Three research questions were raised to guide the study. 72 special education teachers were randomly drawn from four purposively selected inclusive secondary schools in Lagos state. A self-designed questionnaire titled” Teachers’Knowledge and Implementation of UDL Principles Questionnaire (TKIUDLP) with reliability coefficient of ( r=0.81) was used for data collection. Data collected was analysed using descriptive statistic, including frequency count, mean and percentage. 

Expected result: It is expected that teachers would have knowledge of UDL principle and able to implement the principle in an inclusive settings for learners with hearing impairment in secondary school.

#	Certificate	School	Year
1.	Ph.D (Special Education/Hearing Impairment)	University of Ibadan, Ibadan, Oyo state	2021

Teachers’ Factors and Technology Integration as Correlates of Inclusive Educational Practice in Secondary School for Students with Hearing Impairment in Lagos State, Nigeria

Equity and justice can only be assured if all and sundry are privileged to have access to quality, equitable and inclusive education which could be described as global educational best practice. Each learner, regardless of culture, geographical location, values and language is expected to be part of the global community to learn about the world’s diverse culture and current global issues. Learners with hearing impairment are not exempted. Students with hearing impairment encounter many challenges that militate against acquisition of relevant knowledge about the world they live in, the diversity of other people around the globe and the understanding of events around the world which can be attributed to inability to perceive auditory stimuli for meaningful understanding of concepts. This study, therefore examines the influence of teachers’ factors (professional training and teachers’ proficiency in sign language) and technology integration on quality inclusive educational practice in Lagos state. The descriptive survey research design was adopted. The A purposive sampling technique was adopted to select three inclusive secondary school. 63 special teachers of learners with hearing impairment participated in the study. Data was collected using Influence of Teachers’ Factors and Technology Integration on the Practice of Inclusive Education Questionnaire (IFTTIPIEQ) with reliability coefficient of (r= 0.86). Findings reveal that teachers training and professionalism significant influence QIEP among SwHI. It was also observed that positive relationship exists between teachers’ proficiency in sign language and QIEP. Further, there was combined contribution of the independent variables on dependent variable. The study recommends consistent professional training for special teachers and mandatory evaluation on proficiency in sign language for prospective teachers of students with hearing impairment. 

MOHAMMED OLALEKAN is a Lecturer II at the Department of Educational Foundations and Counselling Psychology

MOHAMMED has a Ph.D in Special Education/Hearing Impairment from University of Ibadan, Ibadan, Oyo state