School Environmental Challenges of Mainstreaming and the Physically Challenged Children: Implication for Curriculum Developers
Аннотация
This study examined the school environmental challenges faced by physically challenged students in mainstreaming schools. The population consisted of 280 physically challenged children drawn from 15 Junior Secondary Schools in Ogba-Egbema-Ndoni, Rivers South West Senatorial District during the 2015/2016 academic session. A sample of 84 physically challenged students was selected from 6 schools using a simple random sampling technique.
The study adopted a survey research design. The instrument used was the School Environmental Challenges of the Physically Challenged Questionnaire (SECPCQ), which contained 12 items measured on a 4-point scale. The reliability of the instrument was established with a coefficient of 0.83 using Pearson’s product-moment correlation.
Data analysis involved the use of mean scores and regression analysis. Findings revealed a significant influence of school building design, furniture, and resource materials on the experiences of physically challenged students in mainstreaming schools.
Based on these results, the study recommended, among other measures, the adaptation of school buildings and facilities to better meet the learning needs of physically challenged students in mainstreaming schools.
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