Learners With Disabilities in an Inclusive Education Setting in Nigeria： Implications for Administrators  

作　　者：Eskay Michael Angie Oboegbulem 

机构地区：[1]University of Nigeria, Nsukka, Nigeria

出　　处：《US-China Education Review(B)》2013年第5期313-318,共6页美中教育评论（B）

摘　　要：Education in an inclusive setting appears to be a concept in this 21st century. This concept is beginning to gain recognition in the field of education. Children with and without disabilities are gradually being educated together in large scale societies. This is because most large scale countries have begun to recognize, appreciate, and accept children with disabilities in inclusive classrooms. In Nigeria, inclusive education has not fully gained recognition due to governmental policies. These policies help in the formulation and implementation of special education programs for learners with disabilities in Nigeria. The authors looked at inclusive education policies in relation to placement, legal mandate, assessment, least restrictive environment, identification and referral, and instructional programming. Finally, in this paper, recommendations and conclusion are provided.

关 键 词：special education ADMINISTRATION inclusive education CURRICULUM 

分 类 号：X-4[环境科学与工程] G40[文化科学—教育学原理]