INSTRUCTIONAL RESOURCES FOR TEACHING ENGLISH LANGUAGE IN INCLUSIVE EDUCATION PROGRAMME IN SENIOR SECONDARY SCHOOLS

Abstract

The use of instructional resources in teaching and learning is the basic aspect of any instruction. But it has been observed that some of the instructional resources are inadequate in most schools. The problem of inadequacy of some instructional resources in the teaching and learning has greatly hampered adequate teaching and learning of the English language especially in inclusive classrooms. But the relevance of using instructional resources in inclusive education programme cannot be overstressed as inclusive education relies mainly on active learning, different assessment procedures, applied curriculum, multi-faceted instructional approaches and increased attention to students’ needs and aspirations for self- proficiency. In this study, an attempt was made to establish the available instructional resources for the teaching of English language in inclusive education programme in senior secondary schools in Abakaliki Local Government Area of Ebonyi State. Population of the study was seventy (70) English language teachers. Instrument for data collection was Instructional Resources for the Teaching of the English Language in Inclusive Education Questionnaire (IRTELIEQ). A research question and a hypothesis guided this study. From the findings of this study, some recommendations were made, one of which is that government at different levels should increase the fund allocated to inclusive education programme to enable school administrators to procure the needed resources for the programme.