Inclusive Practices among Teachers in Upper Basic Education in Gombe.

      Аннотация: The introduction of Universal Basic Education (UBE) implies inclusiveness. This study was undertaken to ascertain the extent to which teachers in Upper Basic (UB) classes imbibe inclusive practices in Gombe State since it is one of the states of the federation where UBE is introduced. The population of the study is all UB teachers in Gombe Local Government Area (LGA) and the population was sampled through simple random sampling technique. Inclusive Practices Questionnaire (IPQ) was designed by the researcher for data collection and was validated by 3 experts while a trial test was conducted outside the study area using Cronbach’s Alpha method of reliability to establish the internal consistency of the instrument. Data collected was analyzed using descriptive statistics and t-test. The result of this study would be of utmost important to Ministries of Education, Universal Basic Education Commission (UBEC), classroom teachers, teacher training institutions, teacher trainers and trainees as well as other stakeholders especially in the area of Special Needs Education because it will expose them to inclusive best practices.

Ключевые слова: alternative assessment, Assistive Technology, inclusive education, Teachers, Curriculum Modification