Inclusive education practices as predictors of equity in access to learning opportunities among preschoolers in public nursery schools in the Onitsha Education Zone, Anambra State.

Abstract

This study examined Inclusive education practices as predictors of equity in access to learning opportunities among preschoolers in public nursery schools in the Onitsha Education Zone, Anambra State. Four research questions and four hypotheses guided the study. A correlational research design was adopted. The population comprised 1,016 nursery school teachers in 127 public nursery schools, while a sample of 240 teachers was selected using a multi-stage sampling technique. Data were collected using a researcher-developed 30-items questionnaire titled: Inclusive Education Practices and Equity in Access to Learning Opportunities Questionnaire (IEPEALQ). The instrument was validated by experts in Early Childhood Education and Measurement and Evaluation. A pilot test conducted with 20 teachers that were not involved in the study, yielded a reliability coefficient of 0.78 using Cronbach Alpha. The researcher and the research assistants collected data from the teachers in each school through the administration of questionnaires. Data collected were analysed using simple linear regression. The findings revealed that teacher preparedness for inclusive education practices, classroom management practices, instructional adaptation, and attitudes of teachers towards inclusion positively and significantly predict equity in access to learning opportunities among preschoolers. Recommendations were made based on the findings that differentiated instructional methods and effective classroom management practices are required to ensure that inclusive education practices are properly implemented by a prepared teacher to promote fairness in learning opportunities.