TEACHERS INSTRUCTIONAL PREPARATION TECHNIQUE FOR INCLUSIVE EDUCATIONIN SECONDARY SCHOOLS IN RIVERS STATE

Abstract

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