TEACHERS’ PERCEPTIONS AND IMPLEMENTATION OF INCLUSIVE CURRICULUM PRACTICES IN PUBLIC SECONDARY SCHOOLS IN TARABA STATE
Abstract
This study investigated teachers’ perceptions and implementation of inclusive curriculum practices in public secondary schools in Taraba State, Nigeria. Specifically, it examined how teachers perceive and apply differentiated instruction and collaborative learning strategies in the classroom. Employing a descriptive survey design, data were collected from a stratified random sample of 314 teachers using a validated questionnaire titled Inclusive Curriculum Practices Questionnaire (ICPQ). The instrument demonstrated high internal consistency with a Cronbach Alpha coefficient of 0.89. Data analysis involved descriptive statistics (mean and standard deviation) and inferential statistics using Chi-square tests at a 0.05 significance level. The findings revealed that teachers' perceptions of differentiated instruction significantly influenced its implementation (χ² = 25.78, p < 0.05). Similarly, collaborative learning had a statistically significant impact on classroom instruction (χ² = 28.07, p < 0.05). These results underscore the importance of teacher beliefs and attitudes in shaping inclusive educational practices. The study recommends regular professional development, improved teacher support, and curriculum reforms to promote effective implementation of inclusive strategies in public schools.
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