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INTRODUCTION
Recognition of the right to education that all students, including those with special educational needs
(SEN), have contributed to the beneficial educational trends and improvements that inclusive education
has undergone in many different nations. According to Bocharova (2020), inclusive education is a type of
education that takes into account the unique requirements of children who have learning difficulties,
mental retardation, emotional disorders, physical and health impairments, and impairments in vision,
hearing, or both. The integration of children with special educational needs with their classmates in
Islamiyah schools in Nigeria has drawn significant attention from experts, parents, and interested educators
in other nations worldwide (Suleiman & Isah, 2022). This trend can be attributed to a number of factors,
including the growing recognition of the role that Islamic education plays in achieving social, religious, and
Jurnal Eduscience (JES)
Volume 10, No. 3
November, Tahun 2023
Submit : 07 November 2023
Accepted : 30 Desember
2023
AWARENESS AND ATTITUDE OF ISLAMIYYAH SCHOOLS OF
INCLUSIVE EDUCATION IN SOUTH WEST, NIGERIA
ISIAQ OLUWATOSIN, YAHYA1*, KHADIJAH OLUSHOLA, OLANIYAN-
SHOBOWALE2, IBRAHIM SOLAHUDEEN, OWOYALE-ABDULGANIY3, JAMIU,
ABDUL-RAFIU4 , HAJARAH MONISOLA, SANNI5
1Department of Language, Arts and Social Science Education, Lagos State
University, Lagos, Nigeria. isiaq.yahya@lasu.edu.ng ORCID: 0000-0002-6072-5105
2Department of Language, Arts and Social Science Education, Lagos State
University, Lagos, Nigeria. khadijat.olaniyan-shobowale@lasu.edu.ng
3Department of Arts and Social Sciences Education, Alhikmah University,
Ilorin, Kwara State, Nigeria. isabdulganiy@alhikmah.edu.ng
4Department of Arts and Social Sciences Education, University of Ilorin,
Ilorin, Kwara State, Nigeria. Abdurrafiu.j@unilorin.edu.ng
5Department of Educational Foundation and Counselling Psychology, Lagos State
University, Nigeria. hajarahbadmus@gmail.com
Abstract
This study assessed the Awareness and Attitude of Islamiyyah Schools on Inclusive Education in South West,
Nigeria. This study adopted descriptive research design. The population consists of all the teachers and school
leaders available in all Islamiyyah Schools in South west, Nigeria out of which five Islamiyyah Schools (30 across
all states), 25 respondents (150 across all states) were selected as using disproportionate random sampling
technique. The instruments used for collection of data is a self-constructed questionnaire titled "Questionnaire on
Awareness and Attitude of Islamiyyah Schools on Inclusive Education in South west, Nigeria
(QAAISIESWN). The study reveals a notable low level of awareness among Islamiyyah schools regarding
inclusive education. The findings underscore a critical need for targeted awareness campaigns and policy reforms
to align with the principles of inclusivity in among Muslim youth schools in the sub region. Here are
recommendations addressing the identified issues within Islamic youth and special education needs within
Islamiyyah Schools.
Keywords: Inclusive Education; Islamiyah School; Special Educational Needs
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ethical justice for students with special education needs; the right of individuals with special education
needs to receive an education in Islamiyah and secondary schools alongside their typically developing peers;
the advantages of equal opportunities for everyone to participate in the building of society and achieve self-
growth; and, when enrolled, the right to receive the same quality and standard education as their peers
(USAID, 2017). Regarding policy and practice, inclusion may be seen from several angles. There are several
ways to view inclusion in terms of policy and practice. According to one of those interpretations, inclusion
is predicated on the idea that students with special education needs (SEN) can and ought to receive an
education in the same classroom as their peers who are typically developing, highlighting the significance
of offering all students access to learning opportunities (Rose et al., 2021).
Many educators think that inclusive education helps students with special education needs (SEN) reach
their full potential, learn how to interact with people in different social settings, contribute to society, and
gain acceptance from their peers. More students participating in society also helps to challenge stereotypes
and perceptions that could stigmatize people with disabilities (Wahyuningsih, 2016).
However, some opposed to inclusion argue that by eliminating specialized and focused tactics and
interventions, inclusive education is bad for a child's learning. According to them, special schools that offer
tailored and customized educational services should be the place where kids with special education needs
are taught (Ballhysa & Flagler, 2019). Furthermore, they contest the idea that include students with
disabilities—especially those with significant educational disabilities—would always be the best method to
satisfy their needs and raise doubts about whether inclusion will be beneficial in general (Wahyuningsih,
2016). Another criticism of inclusion is that it means parents of handicapped children will have no other
option if special education slots are eliminated (Tryfon et al., 2021). This is especially true if the kid is
seriously impaired. A further critique directed at inclusive settings is the problem of providing
accommodations for every child. This accommodation has to take into account the reality that kids with
special education needs require extra services and provisions, which may not always be available in
Nigerian Islamiyah school settings or may be expensive when they are (Suleiman & Isah, 2022).
Wahyuningsih (2016), on the other hand, believes that Islam promotes inclusivity in all aspects of life,
including education.
Islam holds that acquiring knowledge is required by law. This is consistent with what the Prophet
Muhammad said:
Meaning: “Seeking knowledge is obligatory for every Muslim and Muslimah “. (Ibn Abd al-Barr)
The aforementioned hadith highlights the significance of education for all Muslims, regardless of age or
gender, disability, or other factors. Like any other child, they too have the right to a quality education.
According to Islamic beliefs, it is required of both men and women to pursue knowledge (Zulkifli et al.,
2022).
The Al-Qur'an and Hadith include a great deal of material that encourages or requires study. The first verse
in the Qur'an to contain a read command—a crucial component of education—is an Al-Alaq verse 1–5.
Islam holds that education should be used to comprehend Islam and develop a civilization or culture
(Napitupulu, 2020). An obligation to study in Islam is not restricted by time and age. In other words, Islam
strongly encourages Muslims to seek knowledge throughout life. Rasullullah as the Prophet Muhammad in
the hadith narrated by Muslim:
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Meaning: “Seek knowledge from the cradle to the grave”. (Muslim)
From an inclusive standpoint, education is a fundamental human right. States are required to give all
citizens, including those with disabilities, access to a quality education. Thus, it is evident that inclusive
education, which emphasizes the value of learning duties equitably, and the Islamic perspective are
complementary (Elnurianda et al., 2018).
Islam holds that in order to provide students with a proper grasp of religion, education must embrace
religious education. With the correct comprehension, students, especially those with disabilities, possess the
spiritual strength of religion, self-control, intelligence, personality, and noble character, as well as the
talents required by the state, society, and nation. Furthermore, to lead and mentor them in morality,
provide the required circumstances and a favorable environment, collaborate with one another, and show
respect for one another (Zaid & Zein, 2016).
The absence of political will on the part of authorities to completely restructure and reposition the system
with adequate funds, competent instructors, and supportive institutions has resulted in significant setbacks
for Islamic Religious Studies. There are several obstacles in the nation that prevent kids from learning
Islamic studies in an Islamiyah school setting. These obstacles are connected to various aspects of the
community, parents, instructors, and government (Adams et al., 2013). Ensuring that all children have
access to and receive high-quality education is a top goal, as highlighted by the United Nations Convention
on the Rights of the Child and the World Conference on Education for All (EFA) (Pinnock, 2020).
Full inclusion refers to the removal of segregated special courses and the integration of all students, even
those who need significant behavioral and educational support and assistance to succeed in regular classes
(Olufunke et al., 2014).
According to Pinnock (2020), inclusive education is the theory and method used to teach students with
special needs in regular education classrooms. Nigeria as a country is in favor of inclusive education being
implemented through national policy. National-Education-Policy (2014) states that:
access to education shall be provided and inclusive education or integration of special
classes and unit into ordinary/public schools under UBE scheme. Persons with special needs
and learning disabled shall be provided with inclusive education service in school which normal
persons attend, in age appropriate general education classes directly supervised by general
teachers (p65).
The goal of inclusive education is to achieve justice, equity, and equality in education for all children who
have been denied an education due to a disability. (Alufunke and others, 2014). Every Nigerian kid has the
right to educational opportunity, regardless of any real or imagined impairment, according to a different
development called National Education Policy (2014).
A variety of spiritual, intellectual, and social advantages can be obtained by students with disabilities
through inclusive education, including increased success in learning and practicing Islam, a higher
percentage of high school graduates, and more positive interactions with people without disabilities (Zulfi
et al., 2021). Even if the principle is sound, there are some questionable practices being followed in the
Islamiyah educational system in the southwest of Nigeria.
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Statement of problem
For a considerable amount of time, Nigerian schools have separated SEN kids into special schools
and inclusion programs inside Islamiyah schools. Nonetheless, the inclusion of SEN kids in Nigerian
classrooms and institutions has been a policy of the Ministry of Education since 2004. Owing to the
intricacy of this undertaking, there are requests in Nigeria for more study to identify the barriers that
have impeded or might impede inclusion in the future (Suleiman & Isah, 2022).
It is important to perform research that focuses particularly on the concerns associated with
trying to properly implement inclusion in Islamiyah schools in Nigeria, as there hasn't been much
discussion of these possible challenges in Nigeria thus far (FAREO, 2020).
As an alternative to segregated provision, the following section emphasizes the significance of undertaking
research that primarily focuses on identifying barriers to the implementation of including students with
SEN and preventing its success.
This study is significant for the area of religious education in Africa and throughout the world
because it provides a platform for stakeholders to voice concerns about challenges they encounter while
advocating for the inclusion of kids with special education needs in Islamiyah educational settings.
Purpose of the Study
The main purpose of this study will be to assess the Awareness and Attitude of Islamiyyah Schools on
Inclusive Education in South West, Nigeria. Other specific purposes are to determine:
1. The level of awareness of Islamiyah school teachers and school leaders on inclusive education in
South West, Nigeria.
2. If Islamiyah school policies accommodates inclusive education in South West, Nigeria.
3. If Islamiyah school teachers and school leaders have positive attitude towards inclusive education
in South West, Nigeria.
4. The level of Islamiyah schools curriculum’s flexibility and adaptability to meet the needs of
students Special Education Needs.
5. If there a difference in the attitude of Islamiyah schools on inclusive education based on school
location.
6. If there a difference in perception of school leaders and teacher on the attitude of Islamiyah schools
to inclusive education.
7. If there a difference in the perception of school leaders and teacher on the attitude of Islamiyah
schools to inclusive education based on years of experience
Research questions
1. What is the level of awareness of Islamiyah school teachers and school leaders on inclusive
education in South West, Nigeria?
2. Do Islamiyah school policies accommodates inclusive education in South West, Nigeria?
3. Do Islamiyah school teachers and school leaders have positive attitude towards inclusive
education in South West, Nigeria?
4. What is the level of Islamiyah schools curriculum’s flexibility and adaptability to meet the needs
of students Special Education Needs?
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Research hypotheses
1. There is no significant difference in the attitude of Islamiyah schools on inclusive education based
on school location.
2. There is no significant difference in perception of school leaders and teacher in the attitude of
Islamiyah schools to inclusive education.
3. There is no significant difference in the perception of school leaders and teacher on the attitude of
Islamiyah schools to inclusive education based on years of experience.
RESEARCH METHODOLOGY
This study in an assessment of Awareness and Attitude of Islamiyyah Schools of Inclusive Education in
South West, Nigeria. This research was carried out in among Islamiyah Schools in South west, Nigeria.
South west covers six out of the 36 states in Nigeria (Lagos, Ogun, Oyo, Osun, Ondo, and Ekiti
respectively). The population consists of all the teachers and school leaders available in all Islamiyah
Schools in South west, Nigeria out of which five Islamiyah Schools (30 across all states) using
disproportionate random sampling technique and 25 teachers and school leaders were selected as
respondents from selected Islamiyah Schools from each of the states under the study using
disproportionate random sampling technique.
Table 1: Selected Islamiyah Schools and Number of Respondents for the Study
No of Schools Per
state
Frequency
Percent
Valid
Percent
Cumulative
Percent
Lagos
5
25
12.8
16.7
16.7
Ogun
5
25
12.8
16.7
33.3
Osun
5
25
12.8
16.7
50.0
Oyo
5
25
12.8
16.7
66.7
Ondo
5
25
12.8
16.7
83.3
Ekiti
5
25
12.8
16.7
100.0
Total
30
150
76.9
100.0
The instruments used for collection of data is a self-constructed questionnaire titled “"Questionnaire on
Awareness and Attitude of Islamiyyah Schools on Inclusive Education in South west, Nigeria
(QAAISIESWN).
In answering the research questions, descriptive statistics were used to explain pattern of responses while
the ANOVA was used to test the hypotheses 1and3, while T-Test was used to test Hypothesis 2 at 0.05
level of significance through the SPSS version 23 package. The responses for the study were obtained
through online platform (emails and social media) using snowball data collection technique. This activity
was carried out with the help of a research assistant and explanations was offered to the respondents where
necessary.
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Analysis of results
Answering Research Questions
Table 2: Distribution of respondents based on school type
Frequency
Percent
Valid Percent
Cumulative
Percent
Valid
Primary School
57
29.2
38.0
38.0
Secondary
School
70
35.9
46.7
84.7
Others
23
11.8
15.3
100.0
Total
150
76.9
100.0
The above table shows that 38.0% of the respondents were chosen from Primary Schools, 46.7% from
Secondary School while 15.3% were from evening Madaaris (others).
Table 3: Distribution of respondents based on position within the school.
Frequency
Percent
Valid
Percent
Cumulative Percent
Valid
School Leader
55
28.2
36.7
36.7
Teacher
95
48.7
63.3
100.0
Total
150
76.9
100.0
The above table shows that 36.7% of the respondents were School Leaders, while 63.3% were Teachers.
Table 4: Distribution of Respondents Based Years of Experience.
Frequency
Percent
Valid Percent
Cumulative Percent
Valid
1 - 5 years
16
8.2
10.7
10.7
6 - 10 years
44
22.6
29.3
40.0
11 - 15 years
34
17.4
22.7
62.7
16 - 20 years
28
14.4
18.7
81.3
21 and above
28
14.4
18.7
100.0
Total
150
76.9
100.0
From the table above, 10.7% out of the respondents have 1-5years of teaching experience, 29.3% have 6
- 10years of teaching experience, 22.7% have 11-15years of teaching experience, 18.7% have 16-20years
of teaching experience while 18.7% have 21 and above years of teaching experience. Furthermore, the
table shows that those who have the range of teaching experience between 6years and 10years were more
than others.
Answering of research questions
Answer to research questions one:
What is level of awareness Islamiyah school teachers and school leaders on inclusive education?
Table 5: The level of awareness Islamiyah school teachers and school leaders on inclusive education.
N
Minimum
Maximum
Mean
Std. Deviation
I am familiar with
the concept of
inclusive education
150
1
4
2.77
.718
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I believe that
students with special
education needs
should be included in
mainstream
Islamiyah schools
classrooms
150
1
4
2.63
1.040
Students with Special
Education Needs are
available in
Islamiyah Schools
150
1
4
3.19
.847
Valid N (listwise)
150
8.59
2.605
Weighted Mean 3.3
The above provides data for the answer to research question one. From the analysis of the selected items
chosen, the table shows that the total mean for the level of awareness Islamiyah school teachers and
school leaders on inclusive education is 8.59 with standard deviation of 2.605 and weighted mean of 3.3.
Therefore, the study found that the mean of each variable is below the weighted mean. However, we can
therefore conclude that there is low level of awareness of Islamiyah school teachers and school leaders on
inclusive education in South West, Nigeria.
Answer to research questions two:
Table 6: Does Islamiyah school policies accommodates inclusive education?
N (F/ %)
Strongly agree
Agree
Disagree
Strongly disagree
Islamiyah schools
have policy and
guidelines in place for
the inclusion of
students with special
education needs
150
(100%)
10 (6.67%)
14
(9.33%)
58
(38.67%)
68 (45.33%)
Islamiyah school
teachers provide
individualized
education plans
(IEPs) for students
with special education
needs
150
(100%)
10 (6.67%)
12
(8.0%)
68
(45.33%)
60 (40.0%)
Islamiyah schools
have dedicated
resources (e.g.,
teachers, support
staff, materials) for
students with special
education needs
150
(100%)
0%)
0%)
100
(66.67%)
50 (33.33%)
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Islamiyah schools
accommodate students
with physical
disabilities (e.g.,
wheelchair access,
ramps, elevators
150
(100%)
20 (13.33%)
30
(20.0%)
40
(26.67%)
60 (40.0%)
TOTAL
600 (100)
40 (6.67)%
56 (9.33)
266 (44.33)
238 (39.67%)
The above table provides data for the answer to research question two. From the analysis of the selected
items chosen, it shows that the percentage of the total responses for strongly agree were 6.67%, 9.33%
were agreed, 44.33% were disagreed while 39.67% were Strongly Disagreed respectively. The total
positive responses were 16% while the negative responses were 84%.
Therefore, the study found that Islamiyah school policies does not accommodates inclusive education in
South West, Nigeria.
Answer to research questions three:
Table 7: Does Islamiyah school teachers and school leaders have positive attitude towards inclusive
education?
The above table provides data for the answer to research question four. From the analysis of the selected items
chosen, it shows that the percentage of the total responses for strongly agree were 41.3%, 39.47% were agreed,
N (F/ %)
Strongly
Agree
Agree
Disagree
Strongly
disagree
Inclusion of students with
special education needs
benefits all students in
Islamiyah schools
150
(100%)
40 (26.7%)
68 (45.3%)
10 (6.7%)
32 (21.3%)
There are potential benefits
of including students with
Special Education Needs in
Islamiyah schools
150
(100%)
100 (66.7%)
30 (20.0%)
10 (6.7%)
10 (6.7%)
There are perceived
challenges in including
students with Special
Education Needs in
Islamiyah schools
150
(100%)
30 (20.0%)
100
(66.7%)
20 (13.3%)
0%
Financial or resource
constraints hinders the
inclusion of students with
Special Education Needs in
Islamiyah schools
150
(100%)
40 (26.7%)
68 (45.3%)
10 (6.7%)
32 (21.3%)
Inclusive Education
encounter resistance or
pushback from teachers,
parents, or students in
Islamiyah schools
150
(100%)
100 (66.7%)
30 (20.0%)
10 (6.7%)
10 (6.7%)
TOTAL
750
(100%)
310 (41.3%)
296
(39.47%)
60 (8%)
84 (11.2%)
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8% were disagreed while 11.2% were Strongly Disagreed respectively. The total positive responses were 80.77%
while the negative responses were 19.2%.
Therefore, the study found that Islamiyah school teachers and school leaders have positive attitude towards
inclusive education in South West, Nigeria.
Answer to research questions four:
Table 8: What the level of Islamiyah schools curriculum’s flexibility and adaptability to meet the needs of
students Special Education Needs?
N
Minimum
Maximum
Mean
Std. Deviation
Islamiyah schools offer a
curriculum that is
flexible and adaptable to
meet the diverse needs of
students Special
Education Needs
150
2
4
3.00
.819
There are specific
subjects that promotes
inclusivity in Islamiyah
schools
150
1
4
2.63
1.040
There are positive
experiences related to
the inclusion of students
with special education
needs in Islamiyah
schools
150
1
4
2.63
1.040
Valid N (listwise)
150
8.26
2.899
Weighted Mean 2.85
The above provides data for the answer to research question six. From the analysis of the selected items chosen,
the table shows that the total mean for the level of Islamiyah schools curriculum’s flexibility and adaptability
to meet the needs of students Special Education Needs is 8.26 with standard deviation of 2.899 and weighted
mean of 2.85. Therefore, the study found that the mean of each variable is below the weighted mean. However,
we can therefore conclude that the level of Islamiyah schools curriculum’s flexibility and adaptability to meet
the needs of students Special Education Needs is low in South West, Nigeria.
Test of Hypothesis
Hypothesis One
Ho1: There is no significant difference in the attitude of Islamiyah schools on inclusive education based on school
location.
Table 9: Difference in the attitude of Islamiyah schools on inclusive education based on school location.
Test Value = 0
t
df
Sig. (2-
tailed)
Mean
Difference
95% Confidence Interval of
the Difference
Lower
Upper
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School Policies on
Inclusive Education
50.652
149
.000
3.170
3.05
3.29
Location of the
schools
25.016
149
.000
3.500
3.22
3.78
The above table shows a One-simple t-test of (0.05) significance level. The table further shows that the attitude
of Islamiyah schools on inclusive education have a mean difference of 3.170 and school location is 3.500.
Therefore, the study shows that the Sig. values of the attitude of Islamiyah schools on inclusive education based
on school location is below the p values (0.000 < 0.05), so we can reject the null hypothesis that stated that
There is no significant difference in the attitude of Islamiyah schools on inclusive education based on school
location.
Hypothesis Two
Ho2: There is no significant difference in perception of school leaders and teacher in the attitude of Islamiyah
schools to inclusive education.
Table 10: Difference in perception of school leaders and teacher in the attitude of Islamiyah schools to inclusive
education.
Test Value = 0
t
df
Sig. (2-
tailed)
Mean
Difference
95% Confidence Interval of
the Difference
Lower
Upper
Attitudes Towards
Inclusion
27.520
149
.000
1.891
1.75
2.03
Position Within the
School (School leaders
and Teachers)
41.373
149
.000
1.633
1.56
1.71
The above table shows a One-simple t-test of (0.05) significance level. The table further shows that the
perception of school leaders and teacher in the attitude of Islamiyah schools to inclusive education have a
mean difference of 1.891. Therefore, the study shows that the Sig. values of the perception of school leaders
and teacher in the attitude of Islamiyah schools to inclusive education is below the p values (0.000 < 0.05), so
we can reject the null hypothesis that stated that There is no significant difference in perception of school
leaders and teacher in the attitude of Islamiyah schools to inclusive education.
Hypothesis Three
Ho3: There is no significant difference in the perception of school leaders and teacher on the attitude of
Islamiyah schools to inclusive education based on years of experience.
Table 11: difference in the perception of school leaders and teacher on the attitude of Islamiyah schools to
inclusive education based on years of experience
Levene's Test
for Equality
of Variances
t-test for Equality of Means
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F
Sig.
t
df
Sig. (2-
tailed)
Mean
Differe
nce
Std.
Error
Differenc
e
95% Confidence
Interval of the
Difference
Lower
Upper
Attitudes
Towards
Inclusion
Equal
variances
assumed
83.734
.000
-9.783
148
.000
-1.091
.111
-1.311
-.870
Equal
variances
not
assumed
-12.206
123.76
5
.000
-1.091
.089
-1.267
-.914
Years of
Experience
Equal
variances
assumed
12.575
.001
8.010
148
.000
1.466
.183
1.104
1.828
Equal
variances
not
assumed
8.963
146.40
5
.000
1.466
.164
1.143
1.789
This hypothesis was tested at 95% confidence levels which translate to (0.05) level of significance. The table
shows that the perceptions of school leaders and teacher on the attitude of Islamiyah schools to inclusive
education have a mean difference of -1.091 and years of experience of 1.466. Therefore, the study shows that the
Sig. values of the both variables is below the p values (0.000 < 0.05), so we can reject the null hypothesis that
stated that There is no significant difference in the perception of school leaders and teacher on the attitude of
Islamiyah schools to inclusive education based on years of experience.
5. Summary of findings
The Study founds that:
1. There is low level of awareness of Islamiyah school teachers and school leaders on inclusive
education in South West, Nigeria.
2. Islamiyah school policies does not accommodates inclusive education in South West, Nigeria.
3. Islamiyah school teachers and school leaders have positive attitude towards inclusive education in
South West, Nigeria.
4. The level of Islamiyah schools curriculum’s flexibility and adaptability to meet the needs of
students Special Education Needs is low in South West, Nigeria.
5. There is no significant difference in the attitude of Islamiyah schools on inclusive education based
on school location.
6. There is significant difference in perception of school leaders and teacher in the attitude of
Islamiyah schools to inclusive education.
7. There is significant difference in the perception of school leaders and teacher on the attitude of
Islamiyah schools to inclusive education based on years of experience.
DISCUSSION OF FINDING
The study found that there is low level of awareness among Islamiyah school teachers and school leaders
on inclusive education in South West, Nigeria. This corroborate with the findings of Ignacio and Allit
(2023) which state that while the formal schools demonstrated a high degree of understanding and
engagement with inclusive education principles, others learning centres which are either informal and non-
ISIAQ OLUWATOSIN, ET ALL
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formal usually exhibits limited awareness or a lack of clear understanding of the concept. This variation
suggests that there may be disparities in the dissemination of information or training programs related to
inclusive education within the Islamiyah school system.
The study discover that Islamiyah school policies does not accommodates inclusive education in South
West, Nigeria. This is in agreement with the position of Allam and Martin (2021) that Some schools have
developed comprehensive policies that outline strategies, support mechanisms, and accommodations for
diverse learners. Conversely, others may lack explicit policies, potentially indicating a need for greater
attention to inclusivity in their educational frameworks.
Another finding of this study is that Islamiyah school teachers and school leaders have positive attitude
towards inclusive education in South West, Nigeria. This is in consonance with the findings of Ballhysa
and Flagler (2019) that well trained teachers learn not to segregate in dealings with learners during
classroom situation. The positive attitudes of teachers and school leaders toward inclusive education in
Islamiyah schools in the South West region of Nigeria reflect a promising foundation for the
implementation of inclusive practices. Leveraging these positive attitudes, coupled with continuous
professional development and community engagement, can contribute to the creation of inclusive learning
environments that align with the cultural and religious values of the schools in question.
It was found in this study that the level of Islamiyah schools curriculum’s flexibility and adaptability to
meet the needs of students Special Education Needs is low in South West, Nigeria. This corroborate the
idea of Fareo (2020) that despite policies in place, majority of schools in developing countries lack
differentiation or inclusive strategies embedded within the curricula. The absence of instructional
methods, materials, or assessments designed to cater to varying learning styles or abilities may hinder the
participation and progress of students with SEN, resulting in their marginalized educational experience.
Another finding of this research work is that it revealed that ‘there is no significant difference in the
attitude of Islamiyah schools on inclusive education based on school location’. This position tally with
that of Mubaraq et al. (2021) which suggest that there are variations in attitudes towards inclusive
education between urban and rural Islamiyah schools. Urban schools may be more exposed to diverse
educational practices, resources, and professional development opportunities, potentially fostering a more
positive attitude towards inclusive education. On the other hand, rural schools might face challenges
related to limited resources and exposure, which could influence their attitudes.
The study found that ‘there is significant difference in perception of school leaders and teacher in the
attitude of Islamiyah schools to inclusive education’. This is related to the findings of Olufunke et al.
(2014); Bocharova (2020) that the a cohesive and positive approach necessitates strong leadership
commitment, teacher buy-in, alignment with cultural and religious values, and continuous professional
development in Schools in regards to inclusive education. Understanding and addressing the perspectives
of both school leaders and teachers are essential for creating a supportive and inclusive educational
environment within Islamiyah schools.
CONCLUSION
In conclusion, the study examining the awareness and attitude of Islamiyah schools towards inclusive
education in the South West region of Nigeria reveals a complex landscape influenced by various factors.
The study reveals a notable low level of awareness among Islamiyah school teachers and leaders regarding
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inclusive education. This deficiency is compounded by the observation that existing Islamiyah school
policies do not adequately accommodate inclusive education. These findings underscore a critical need for
targeted awareness campaigns and policy reforms to align with the principles of inclusivity in among
Islamiyah Schools in the sub region. Contrary to expectations, the research finds no significant difference
in the attitudes of Islamiyah schools towards inclusive education based on school location. This suggests
that the challenges and opportunities associated with inclusive education are pervasive among Islamiyah
schools across the states in South West region of Nigeria.
RECOMMENDATION
Here are recommendations addressing the identified issues within Islamiyah schools in South West,
Nigeria regarding inclusive education:
1. Islamiyah schools should collaborate with educational institutions, NGOs, and government bodies
to develop awareness campaigns highlighting the importance and benefits of inclusive education.
2. Islamiyah schools leaders should develop specific guidelines and frameworks within Islamiyah
schools that address inclusive practices, teacher training, and resource allocation for students with
diverse needs.
3. Islamiyah schools should capitalize on the existing positive attitudes of teachers and school leaders
by providing continuous professional development opportunities focused on inclusive teaching
methodologies.
4. Revise the curriculum to incorporate flexibility and adaptability, ensuring it caters to the diverse
learning needs of students with SEN in Islamiyah Schools.
5. Foster collaboration between urban and rural schools to share best practices and resources for
effective implementation of inclusive education in Islamiyah Schools within the Region.
6. Islamiyah schools should facilitate dialogues and workshops aimed at aligning the perceptions of
school leaders and teachers regarding inclusive education goals, strategies, and benefits.
7. Offer targeted professional development programs based on the years of experience, addressing the
specific needs and challenges faced by Teachers of Islamiyah Schools at different career stages.
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