AN INVESTIGATION INTO THE ROLE OF INCLUSIVE PRACTICES IN ENHANCING SOCIAL STUDIES LEARNING FOR STUDENTS WITH SPECIAL NEEDS IN UPPER BASIC EDUCATION IN DELTA STATE

Abstract

This study investigated the inclusive practices adopted by Social Studies teachers to enhance the learning experiences of students with special needs in upper basic education in Delta State, Nigeria. A descriptive survey research design was employed, and a  stratified random sampling technique was used to select 350 students from public upper basic schools across rural and urban areas. Of this number, 100 were students with special needs. Data were collected using a structured questionnaire validated by experts and tested for reliability, yielding a Cronbach's alpha coefficient of 0.87. The instrument measured students' perceptions of inclusive practices, their influence on learning, and the challenges hindering effective implementation. Descriptive statistics (mean and standard deviation) and inferential statistics (independent samples t-test) were used for data analysis. Findings revealed no significant difference in the perceptions of inclusive practices between students with and without special needs, indicating uniformity in  classroom experience. However, inclusive practices were found to significantly enhance the learning of students with special needs. Additionally, there was no significant difference in the challenges reported by rural and urban students with special needs. These results underscore the importance of adopting universally inclusive strategies and addressing systemic barriers to inclusive
education across all school locations. The study recommends targeted teacher training, improved access to assistive resources, and stronger policy implementation to promote equitable learning opportunities for all students.