CULTURALLY RESPONSIVE AND INCLUSIVE EDUCATION IN PUBLIC SECONDARY SCHOOLS ON LEARNERS WITH PRACTICAL NEEDS IN ADO-EKITI, NIGERIA: ANALYSIS OF TEACHER TRAINING AND STUDENT PERSPECTIVES

Abstract

Inclusive education remains a global priority, yet its implementation in culturally diverse contexts such as Nigeria faces persistent challenges. This study assessed culturally responsive inclusive education practices for learners with practical needs in public secondary schools in Ado-Ekiti, Nigeria, focusing on teacher training, classroom practices, student experiences, and contextual challenges. A descriptive survey design was adopted, involving 357 students and 26 teachers drawn from three public secondary schools. Data were collected using structured questionnaires and analyzed using descriptive statistics. Findings revealed that while inclusive practices such as differentiated instruction, group work, and use of audiovisual aids are widely adopted, inconsistencies remain in their application. Teachers demonstrated moderate levels of pre-service and in-service training in inclusive education, but gaps were evident in classroom management strategies and pedagogical confidence. Major challenges identified included inadequate learning materials, infrastructural barriers, limited teacher time, and peer stigmatization, all of which are influenced by cultural beliefs and school norms. Students strongly endorsed measures such as enhanced teacher training, provision of assistive devices, promotion of respect, and improved accessibility. The study concludes that culturally responsive teacher training and whole-school approaches are critical to strengthening inclusive education. Recommendations include systematic professional development, culturally grounded sensitization programs, and improved resource allocation. The study contributes empirical evidence to inclusive education discourse in Sub-Saharan Africa.