Transformative Teaching
Abstract
The tolerant attitude of teachers toward the inclusion of all children and those with special needs has a profound influence on learning. The present qualitative multiple case study design draws on the Engeström principle of CHAT to explore the inclusion of children with special educational needs in the mainstream classroom in Nigeria. CHAT enables data to be collected from multiple perspectives and different views, traditions, and interests of various participation actors were considered. Sixteen teachers who are teaching in the mainstream primary school were purposely selected from four schools for the study. Data were collected through Individual interviews, non-participant observation, and document analysis. The result revealed that teachers’ personal dispositions, beliefs, lack of training, lack of support, overcrowded classrooms, and time constraint influence the implementation of inclusive education.
Olatope Oladunni Daniyan is an E-tutor at the University of South Africa. I graduated from Lagos State University with a bachelor’s in physical and health education. I also received bachelor’s honors, Master’s, and Ph.D. in Inclusive Education from the University of South Africa. My research focuses on teacher preparation for inclusive pedagogy, Autism spectrum disorder, and inclusion of children with learning barriers.