Blended or Differentiated Instruction for Inclusive Education during Post-COVID-19 Era: The Need for Upgrading School Libraries in Nigeria

Abstract With the socio-educational challenges posed by COVID-19, teaching-learning is gradually moving from face-to-face to digital and online distance learning across the world. This makes it generally challenging to meet the needs of all learners in the context of inclusive education. Increasing evidence tends to show that for effective inclusive learning, the hybrid blended approaches to learning should be differentiated. Further still is the fact that school libraries need to be upgraded with resources that meet the needs of diverse learners, and speak to the present hybridization in pedagogy and learning. A major impairing problem is the documented lack of expertise on the part of the teachers to facilitate online-based learning, which has exacerbated the challenges they face in differentiating learning for all learners in inclusive settings. Hence, a post-COVID-19 classroom is characterized by an increased need for the teachers to integrate approaches and tools for differentiated instruction in the context of a blended learning environment in order to carry all learners along, calling for a digitalized school library. This paper presents context-based perspectives on differentiating blended learning to meet the needs of all learners and advocates for upgraded libraries that will meet up with the current Education needs in the post-COVID education era in Nigeria. We discussed the need for differentiating instruction in post-COVID classrooms; trends of blended instruction in Nigeria; differentiating blended instruction for all learners; attending to learners with disabilities, inclusion, and equity in Nigerian schools, and the need for upgrading the school libraries. Further, recommendations and suggestions for future research were also made. It is expected that this paper will add to the growing knowledge on blended and digital learning and responses through library resources; add to teachers’ expertise for effective teaching in a complicated post-COVID classroom using the available library tools, and speak to the long-trend of inclusive education challenges in Nigerian schools

Mixed method survey of vegetable farming and rural farmers’ livelihood in Enugu State, Nigeria

Studies on the role of agriculture on the improvement of livelihood of farmers have primarily focused on staple crops. Increased awareness on the importance of vegetables in urban and rural areas in Nigeria has led to a rise in demand of vegetables.  In both rural and urban communities, smallholder farmers are responding to this demand by increasing vegetable production and thereby creating economic opportunity for themselves. The purpose of this paper is to assess the role of vegetable farming on rural farmers’ livelihood and the support systems available for rural vegetable farmers in Enugu state, Nigeria. This study adopted a mixed-methods design. Quantitative data collection involved the use of questionnaires (n=1118) and qualitative data collection methods comprised in-depth interviews and focus group discussions (n=33).  The study revealed that even with limited institutional support, vegetable farming has led to an improvement of rural farmers’ livelihood. The findings indicated that through vegetable farming, rural farmers increased on-farm income and were able to establish other businesses. Also, vegetable farming increased food security of farmers’ households. The study also revealed that community based organisations (CBOs) are the major source of credit for the rural farmers and there is preponderance of farmer to farmer transfer of seeds, technology and information. Therefore, agricultural interventions should also be targeted towards strengthening the vegetable sector

School Library Resources for Inclusive Online English Language learning: Teachers’ perspectives about differentiating instruction in the context of English as Second Language

Abstract In an inclusive education setting, learners with and without disabilities are guided to study in the same classrooms with adaptable facilities and equipments. With this arrangement in place, assistive technology becomes an absolute requirement, and the school library is a medium for providing and using inclusive resources. In the current education system where online learning is speedily overtaking face-to-face learning modalities, school Library resources are indispensable for the effective inclusion of all learners through differentiated instruction. Such is critically essential for English language learning, especially in Nigeria, where English is learned as a Second Language. However, little is known about the perspectives of English Language teachers on the availability and use of online school library resources for differentiating English Language instruction to include all learners. This qualitative study investigated how English language teachers view school library resources for online English language learning and their perspectives about differentiating English language instruction using online library resources. Interview data were collected from 15 practicing English teachers in Government Secondary schools in Enugu State, Nigeria. Results showed that English Language teachers are unaware of using technology and online resources in their classrooms, especially for differentiated instruction. Challenges identified were lack of skills, unavailability of resources, poor access, and poor attitudes. Conclusions were drawn based on the findings. It is recommended that school librarians be cautious about the needs and preferences of English Language teachers and learners and provide appropriate online library resources to meet their needs

In-school transition challenges among primary school learners with autism spectrum disorders in South Africa: Parents and teachers' perspectives

Successful school transition is a basis for career development and eventual overall adult educational and socio-economic outcomes. Transitioning through primary school grades is a combination of relative academic and social skills acquired in each grade and forms the basis for subsequent academic and social success at ensuing educational pursuit and adult independent life. Evidence indicates that learners with autism spectrum disorder (ASD) and their families experience limiting challenges in their school transition at different levels. There is a gap in the literature as to the specific factors that constitute school transition difficulties in primary school learners with ASD in the area of study. The purpose of this study was to investigate challenges that learners with ASD face as they transition through school grades. The study adopted a phenomenological design with 12 participants (6 parents and 6 teachers). Two focus group discussions were held to collect data analysed using inductive thematic analysis. The results revealed three main themes, which included poor academic achievement and skills development, social and economic challenges as well as behavioural problems. The findings of the study suggest an increased need for home-school collaboration during the early stages and throughout the school years for the effective transition of learners with ASD. Thus, providing learners with ASD and their families with academic, emotional and behavioural intervention and support can help learners with autism to develop personal resources that will encourage their educational success

Differentiating instruction for learners’ mathematics self-efficacy in inclusive classrooms: Can learners with dyscalculia also benefit?

Poor mathematics self-efficacy (MSE) has been recorded among learners at all levels in Nigeria. The study reported on here sought to establish the efficacy of differentiated instruction (DI) in raising learners’ MSE in inclusive settings. We also explored the differential effects of DI on the MSE of learners with dyscalculia, as well as on high- and low-achieving learners. We adopted a control group quasi-experimental research design involving 1 experimental and 1 control group. A total of 4 mathematics teachers and 158 Senior Secondary II (SSII) learners in 4 regular classes participated in the study. Mathematics teachers participated in a one week DI training workshop to equip them with DI skills for whole-term mathematics instruction. The Students’ Mathematics Self-efficacy Scale (SMSES) was used for data collection at pre- and post-intervention evaluations. Quantitative data were analysed using descriptive statistics and analysis of covariance (ANCOVA). The major findings reveal that using DI led to significant improvements in learners’ MSE. Prior achievement (PA) had a significant influence on MSE;however, DI was effective in reducing the negative effects of poor PA on the self-efficacy of low-achieving learners and learners with dyscalculia. It was concluded that DI offers teachers the impetus to help all learners to improve their self-efficacy in mathematics

Mathematics self-efficacy as a predictor of science technology engineering and mathematics (STEM) career inclination among secondary school students with disabilities

Abstract: Persons with disabilities are underrepresented in Science Technology Engineering and Mathematics (STEM) careers. This study sought to find out the predictive validity of Mathematics self-efficacy on STEM career inclination among Students With Disabilities (SWD) in technical and inclusive secondary schools in Enugu State, Nigeria. A descriptive quantitative correlation research design was adopted for the study. Three instruments (Demographics Questionnaire, Mathematics self-efficacy Questionnaire and STEM Career Inclination Measures) were used to collect data from 587 students with disabilities in 38 Technical secondary schools and 4 inclusive oriented secondary schools in the area. Data collected for the study were analyzed using mean, standard deviation and multiple regression analysis. Results showed that Mathematics self-efficacy has a positive link with an inclination towards STEM-related careers among SWD. It was concluded that building STEM self-efficacy in students with disabilities could be a productive way of bridging the gap of underrepresentation of persons with disabilities in STEM careers. It was recommended that researchers, career counselors, science teachers and all stakeholders in disability Education should intensify efforts towards building and strengthening mathematics self-efficacy among students with disabilities in technical and inclusive education secondary schools

Impact of COVID-19 pandemic on Education in Nigeria: Implications for Policy and Practice of e-learning

Education is among the sectors with devastating impact of COVID-19 pandemic. Before the pandemic, the Nigerian education system has adopted purely, face-to-face approached to teaching and learning in primary and secondary schools. Primary and secondary school learners were not allowed to own any digital gadget such as phone or computer, neither were they allowed to be seen with such in the schools. With the emergence of the lockdown condition and school closure, following the COVID-19 pandemic, both teachers and learners were helpless about how to continue learning in the face of the pandemic. This study investigated the challenges posed by, and the impacts of COVID-19 on Education in Nigeria. A sequential exploratory mixed method design was adopted for the study. Results showed that the challenges of education during the COVID-19 pandemic include school closure, poor learning, unequal access to education opportunities and poor skills. Further, the pandemic negatively impacts education, causing poor school enrollment, inequality in education, poor achievement, poor school health and challenges in school assessment and transition. It was concluded that COVID-19 has negatively affected education in Nigeria. Implications for practice policy and practice of electronic learning (e-learning) were discussed

Clinical benefits of rational-emotive stress management therapy for job burnout and dysfunctional distress of special education teachers

Abstract: It has been observed that managing job burnout and dysfunctional distress constitute part of the major challenges among special educators, and that empirical data on the management of burnout and dysfunctional distress associated with the job of special education teachers are lacking in the literature. The current article discusses the clinical benefits of a rational-emotive stressmanagement therapy program in reducing the level of job burnout symptoms and dysfunctional distress in special education teachers, using evidence from a 2018 clinical trial study that reported the efficacy of this intervention. Results show the clinical benefits and implications of conducting a rational-emotive stress management intervention, and recommendations are made for future research

A 32-society investigation of the influence of perceived economic inequality on social class stereotyping

International audienceThere is a growing body of work suggesting that social class stereotypes are amplified when people perceive higher levels of economic inequality-that is, the wealthy are perceived as more competent and assertive and the poor as more incompetent and unassertive. The present study tested this prediction in 32 societies and also examines the role of wealth-based categorization in explaining this relationship. We found that people who perceived higher economic inequality were indeed more likely to consider wealth as a meaningful basis for categorization. Unexpectedly, however, higher levels of perceived inequality were associated with perceiving the wealthy as less competent and assertive and the poor as more competent and assertive. Unpacking this further, exploratory analyses showed that the observed tendency to stereotype the wealthy negatively only emerged in societies with lower social mobility and democracy and higher corruption. This points to the importance of understanding how socio-structural features that co-occur with economic inequality may shape perceptions of the wealthy and the poor