Inclusive Values and Pedagogies Needed by Business Studies Teachers for Effective Inclusive Education in Secondary Schools

Abstract

Inclusive education as a global phenomenon in the 21st century is becoming an acceptable approach for the training of children with less ability. Programs for teachers’ education all over the world are seeking innovative values and pedagogies to ingrain teachers with for its implementation. It is on this premise that this research was conducted to determine the inclusive values and pedagogical strategies needed by business studies’ teachers for effective practice of inclusiveness in secondary schools. The study utilized survey design for data collection and it was guided by two research questions and two null hypotheses. The study’s population consisted of 54 lecturers of special education in tertiary institutions in Delta State, Nigeria. Data for the study were generated with a questionnaire and the questionnaire was scrutinized by three professional experts to enhance its validity. Data obtained from the field were analyzed with mean statistic and standard deviation in respect of the research questions while t-test was used to test the null hypotheses. The results of the study showed that business studies teachers need inclusive values such as patience, tolerance, fairness, equality, empathy, affection, confidence, trust, passion and respect as well as pedagogies such as encouraging peer-assisted learning, providing individualized attention and approach for effective inclusive education in the class rooms. No significant differences were found in the mean responses of participants based on their academic attainment and years of work experience on the inclusive values and pedagogies needed by business teachers for effective practice of inclusion. The study therefore concluded that inclusive values and pedagogies were strongly needed and should be acquired by business studies teachers for effective inclusive education in secondary schools.