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THE IMPACT OF EDUCATIONAL PLANNING AS A MANAGERIAL TOOL FOR STUDENTS WITH LEARNING DISABILITIES AND PARENTS’ ATTITUDE TOWARDS THEM IN OGUN STATE NIGERIA
Abstract:
This study explores the critical role of educational planning as a managerial tool in addressing the needs of students with learning disabilities (SLDs) and examines the attitudes of parents towards them within the context of Ogun State, Nigeria. Learning disabilities present significant challenges to educational systems worldwide, requiring tailored approaches to support affected students adequately. Drawing on both qualitative and quantitative methodologies, this research investigates the efficacy of educational planning strategies in Ogun State schools and their impact on the academic performance and social integration of SLDs. Additionally, the study delves into parental perceptions and attitudes towards their children with learning disabilities, analyzing factors that influence parental engagement and support. Through surveys, interviews, and analysis of educational policies, this research aims to provide insights into the current state of educational support for SLDs in Ogun State and proposes recommendations for enhancing educational planning practices and fostering more positive parental attitudes towards students with learning disabilities. Ultimately, the findings contribute to the advancement of inclusive educational practices and the promotion of a supportive environment for students with learning disabilities in Ogun State, Nigeria.
CHAPTER ONE:
INTRODUCTION
- Background to the Study
Education is very important for every person regardless of his/her age, gender, race, economic status, as well as physical ability or disability. People, particularly students with physical disabilities are usually perceived by societies as disadvantaged groups (Block, 1992). Hence they are in a position of missing some economic, political and social benefits including the right to access equitable and quality education. This is in line with Mcleod (2014) who points out that, students with physical disabilities experience personal limitations in school environments that affect their social, psychological and academic spheres that may likely affect their academic performances at school. Some of the limitations can be alleviated with parental, community and government support.
People with physical disabilities have experienced narrow chances to enjoy school environments or practices due to fewer priorities given by educational providers to issues that may support the disabled especially in developing countries in areas such as curriculums, teaching and learning materials, infrastructure, special programs such as sports and games, environmental issues and the general quality of education. According to the Education For All (EFA) Global Monitoring Report 2010 reaching the marginalized children with disabilities remains one of the main problems leading to wide exclusion of the group from quality education (Macleod, 2014).
According to the U.S. Census Bureau (2011), the total population of the world is seven billion. Of this total, an estimated 15 percent of the population lives with a disability.
Globally, according to the World Health Organization (WHO), “people with physical disabilities are among the most marginalized groups in the world…. People with disabilities have poorer health outcomes, lower education achievements, less economic participation and higher rates of poverty than people without disabilities” (WHO, 2011a).
Regardless of existing challenges, the disabled, particularly the physically disabled children, have the right to primary, secondary and higher level education. Since the UN Universal Declaration on Human Rights was released in 1948, there have been legislations on providing education for all children. The Convention on the Rights of Persons with Disabilities, which entered into force in 2008 and which was ratified in UK 2009, has 145 signatories including all Public Service Agreement (PSA) countries except Afghanistan and Zimbabwe (DFID, 2012). The convention established that disability is not only a social welfare matter but also part of human rights.
DFID (2012) has further elaborated that; article 24 of the Convention on Education emphasized that State Parties shall ensure that persons with disabilities are not excluded from the general education system on the basis of disability, and that children with disabilities are not excluded from free and compulsory primary education, or from secondary education, on the basis of their disability. Persons with disabilities can access an inclusive, quality and free primary education, secondary and higher level education on an equal basis with others in communities where they live. However, this is possible only if reasonable accommodation of the individual’s requirements are provided; persons with disabilities receive the support they require within the general education system to facilitate their effective education; and effective individualized support measures are provided in environments that maximize academic and social development, consistent with the set goal for ultimate full inclusion of all.
Many countries have also enacted progressive laws that guarantee the rights of people with disabilities to education specifically higher education and in other major areas of life. In the United States for example, the government has ensured services for students with disabilities through Public Law 93-112, Section 504 of Rehabilitation Act of 1973, now the Americans with Disabilities Act (ADA, 1990) and the ADA American Act (2008). This is also the same with many other countries around the world.
Despite the laws that are in favour of including persons with disabilities, when it comes to implementation of the recommendations on how to give equitable, accessible and quality education to physical disabled students especially in higher education levels, governments and stakeholders’ priorities became a great determinant. Govinder (2009) argued that in developing countries, many out of school children are specifically those with physical disabilities. This may be due to factors such as poor budgets in financial years on financing education to the disabled.
Historically, persons with physical disabilities have been marginalized and denied equitable participation opportunities, including participation in higher education. They have been criminally victimized within the society’s institutions mostly due to negative psychological factors such as negative attitudes, prejudices, stereotyping, and stigmas (Hughes, 2005).
In many sub-Saharan African countries, being disabled at least doubles the chance of having never attended school (UNESCO, 2010), and those who do start school are at increased risk of dropping out (Filmer, 2005). The problem is exacerbated in higher levels of education. In sub-Saharan Africa, it has been reported that access for disabled students to higher education or particular programmes can be formally blocked (Karangwa, 2008) or informally advised against. This is the world’s largest minority and 80 percent of persons with disabilities are believed to live in developing countries, according to the UNDP (UN ENABLE, 2010).
Research show that on average a student from the lowest socio-economic quintile with disability in sub-Saharan Africa has 15 less chance of entering a university than one from the highest quintile (Brossard and Foko, 2007). This implies that there are particularly strong correlations between poverty and disability in Sub-Saharan Africa and Tanzania in particular. Disabled people in Africa are among the poorest of the poor as a consequence of their exclusion from school benefits.
In Tanzania, data show that in 2011, only 0.35 percent of all children enrolled in primary schools were children with disabilities. In secondary schools, 0.3 percent of boys and 0.25 percent of girls have disabilities. These percentages are extremely low when compared with the estimated 7.8 percent of the population with disabilities in Tanzania and indicate that most children with disabilities are not enrolled (UNESCO 2012). This small number of disabled students enrolled in primary and secondary schools predicts very low enrollment rates at higher learning institutions in Tanzania. For those children with disabilities who are enrolled, regular attendance is often extremely difficult.
The major challenge among physical disabled students to access higher education in Tanzania is lack of accessible infrastructure. This involves unsupportive classrooms, laboratories, libraries, washrooms, dining halls/rooms, and sports and games’ space. Lack of physical and social access for disabled young people to higher education is a major barrier to creating a pool of appropriately qualified students to enter higher education on equal basis (Croft, 2010). This feature of the sub-Saharan African education system combined with lack of accessible infrastructure prevents a good number of disabled students from entering higher education
In his research on inclusion of disabled students in higher education, Chataika, (2010)
states that:-
For the disabled… the issue of the infrastructure limits enrolment of these students. Some qualified -very few qualified but like those people with physical disability look at the physical infrastructure and all along you say that they are not appropriate. So infrastructure development is also a limitation to accommodate some of these students.
Buildings in most school environments are also not supportive to the physically disabled students in developing countries such as Tanzania as supported by Chataika’s research. There are some clearly stated connections between the built environment and barriers to the learning of individuals with physical disabilities. A good example is shown in Figure 1 which shows that library, science laboratories and many classrooms were only accessible through stairs (www.dailymail.co.uk/news/article–2366260 2014) since there were no “lift” built in to assist people to move easily from one level of the building to another. Figure 2 shows physically disabled Student being assisted by fellow students during a University
graduation procession at St. John University, in Tanzania
(http://www.sjut.ac.tz/sjut_fundrising.php 2014).
Madriaga (2007) revealed that it was not always clear to disabled students as to who were the people responsible for analysing their needs. It was also not clear what facilities and entitlements (or rights) were available to them. This involved the legal notion of reasonable accommodation. In that way, the physically disabled students not only experience stress and anxiety, but they also have difficulty in preparing themselves for higher education study.
The conditions stated above constitute major obstacles for many physically disabled students to get access and registration to formal education systems in colleges and universities. Due to these factors, there could be very low physically disadvantaged students attendance, retention, survival and academic completion rates. According to Croft (2010), the physically disabled students in school environments are less favoured by the infrastructures and schooling environment in general.
It is from the researchers consideration of the situation explored above that the interest for this study was triggered. This study intends to explore the problems facing students with physical disabilities in higher learning institutions in Tanzania, using both qualitative and quantitative research methods or approaches with the aim of unearthing better solution against problems encountered by the physically disabled students and recommend appropriate strategies for the problem.
Education is universally acknowledged as a fundamental human right and a catalyst for societal development and progress. In Nigeria, as in many other parts of the world, significant efforts have been made to ensure access to quality education for all citizens. However, despite these efforts, certain segments of the population, particularly students with learning disabilities (SLDs), continue to face significant barriers to educational attainment and social inclusion. The provision of effective educational planning tailored to address the needs of SLDs is essential for mitigating these challenges and promoting inclusive education.
Ogun State, located in the southwestern region of Nigeria, is home to a diverse population of students, including those with learning disabilities. The educational landscape of Ogun State reflects both the opportunities and challenges inherent in providing inclusive education within a multicultural and resource-constrained environment. Against this backdrop, the role of educational planning as a managerial tool takes on heightened significance in guiding the allocation of resources, designing interventions, and fostering inclusive practices within educational institutions.
Moreover, the attitudes of parents towards their children with learning disabilities can significantly influence the educational experiences and outcomes of these students. Positive parental attitudes and active engagement in their children’s education can enhance academic achievement, self-esteem, and social integration. Conversely, negative attitudes or lack of parental involvement may exacerbate the challenges faced by students with learning disabilities.
Thus, this study seeks to examine the impact of educational planning as a managerial tool for students with learning disabilities and parental attitudes towards them in Ogun State, Nigeria. By exploring the current state of educational planning practices, assessing parental attitudes, and identifying factors influencing parental engagement, this research aims to provide insights into effective strategies for supporting inclusive education and fostering positive outcomes for students with learning disabilities in Ogun State.
Through a combination of qualitative and quantitative methodologies, including surveys, interviews, and analysis of educational policies, this study endeavors to contribute to the advancement of inclusive educational practices in Ogun State and inform policy development and implementation efforts aimed at improving the educational experiences of students with learning disabilities.
In the subsequent chapters, this research will delve into the existing literature on educational planning, inclusive education, learning disabilities, and parental attitudes towards students with learning disabilities. It will outline the research methodology employed, present the findings of the study, and offer a discussion of the implications and recommendations for enhancing educational planning practices and fostering positive parental attitudes towards students with learning disabilities in Ogun State, Nigeria.
Education is a fundamental human right and a critical component of socio-economic development. In Nigeria, as in many other parts of the world, efforts to achieve inclusive and quality education for all have been ongoing. However, despite these efforts, there remains a significant gap in addressing the needs of students with learning disabilities (SLDs). Learning disabilities, characterized by difficulties in acquiring and processing information, present unique challenges for both students and educators, necessitating specialized interventions and support systems within the educational framework.
Ogun State, located in the southwestern region of Nigeria, is home to a diverse population of students, including those with learning disabilities. While strides have been made to enhance educational access and quality in the state, the specific needs of students with learning disabilities and the attitudes of parents towards them have received limited attention. Educational planning, as a managerial tool, plays a pivotal role in addressing these challenges by guiding the allocation of resources, designing interventions, and fostering inclusive practices within educational institutions.
1.2 Statement of the Problem
Despite the recognition of the importance of inclusive education, students with learning disabilities in Ogun State continue to face barriers that hinder their academic progress and social integration. The lack of effective educational planning tailored to address the needs of SLDs exacerbates these challenges. Furthermore, parental attitudes towards children with learning disabilities can significantly influence their educational experiences and outcomes. Thus, there is a need to investigate the impact of educational planning as a managerial tool for SLDs and the attitudes of parents towards them in Ogun State, Nigeria.
1.3 Objectives of the Study
The primary objective of this research is to examine the impact of educational planning as a managerial tool for students with learning disabilities in Ogun State, Nigeria, with a specific focus on parental attitudes towards them. The specific objectives include:
To assess the current state of educational planning practices for students with learning disabilities in Ogun State.
To explore the academic performance and social integration of students with learning disabilities in relation to educational planning strategies.
To examine the attitudes of parents towards students with learning disabilities in Ogun State.
To identify factors influencing parental attitudes and engagement towards children with learning disabilities.
To propose recommendations for enhancing educational planning practices and fostering more positive parental attitudes towards students with learning disabilities in Ogun State.
1.4 Research Questions
To guide this study, the following research questions are formulated:
What are the existing educational planning practices for students with learning disabilities in Ogun State?
How do educational planning strategies impact the academic performance and social integration of students with learning disabilities in Ogun State?
What are the attitudes of parents towards students with learning disabilities in Ogun State?
What factors influence parental attitudes and engagement towards children with learning disabilities in Ogun State?
1.5 Significance of the Study
This research holds significant implications for educational policymakers, educators, parents, and other stakeholders involved in the provision of inclusive education in Ogun State, Nigeria. By examining the impact of educational planning on students with learning disabilities and parental attitudes towards them, this study aims to inform the development and implementation of effective interventions and support systems. Ultimately, the findings of this research can contribute to fostering a more inclusive and supportive educational environment for students with learning disabilities in Ogun State and beyond.
1.6 Scope of the Study
This study focuses specifically on Ogun State, Nigeria, and examines the impact of educational planning as a managerial tool for students with learning disabilities, with a particular emphasis on parental attitudes towards them. The research will involve both qualitative and quantitative methods to explore the current state of educational planning practices, assess parental attitudes, and identify factors influencing parental engagement. While the study acknowledges the broader context of inclusive education, its scope is delimited to the specific dynamics within Ogun State.
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