Al-Hikmah University Journal

The paper investigated teachers’ instructional preparation technique for inclusive education in secondary schools in Rivers State. Three research questions and hypotheses were formulated to guide the study. Three research questions were answered and three hypotheses tested in the study. Descriptive survey design was adopted in the study while the population of the study was 7376 teachers in the public senior secondary schools in Rivers State out of which 379 teachers were sampled for the study using random sampling technique. Instrument adopted for data gathering was a 15 item questionnaire titled “Teachers Instructional Preparation Technique for Inclusive Education Questionnaire” TIPTIEQ) which was face and content validated by three Measurement and Evaluation experts at University of Port Harcourt. Cronbach alpha statistics as used to estimate the reliability of the questionnaire with an index of 0.80. There were 379 copies of the questionnaire administered while 364 copies representing 96.0%. were retrieved. Mean and standard deviation were used to answer the research questions while the hypotheses were tested using z-test at 0.05 level of significance. The result of the study indicated that the teachers practiced organization of their learning activities and assembles needed learning materials as part of their instructional preparation technique. It was revealed that lack of adequate resources and difference in learners need was challenges faced by teachers in the instructional preparation process. The study recommended based on the findings that adequate instructional materials should be provided for teachers to enable them deliver inclusive education in the secondary schools.