Authors : Iyekekpolor, Olayinka Mojisola; Akabogu, Josephine U.

Volume/Issue : Volume 9 - 2024, Issue 4 - April

Google Scholar : https://tinyurl.com/4hjyxste

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DOI : https://doi.org/10.38124/ijisrt/IJISRT24APR2021

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Abstract : The study assessed the current English language curriculum at the upper basic level in Taraba state with particular emphasis on the relevance of the content to the English language inclusive curriculum needs. Two towns and 7 public schools were selected for the study through purposeful sampling method. Thirteen English language teachers at the upper basic levels in the schools responded to a 22-item questionnaire titled ‘Inclusive Education Curriculum Needs Questionnaire’ (IECNQ). Mean and standard deviation were used to answer the research questions while t-test statistic was used to test the hypotheses. The study revealed that the current curriculum falls below expectation in catering for the demands of English language inclusive curriculum needs. Teachers of English language at the upper basic level in Taraba state for instance, possess little or no knowledge about inclusive learning and what it means for a student to be language impaired. It is therefore necessary that there be a review of the English language curriculum at the upper basic level to cater for the needs of the English language inclusive curriculum. The stakeholders of the field of education in Nigeria will have to take drastic steps in enlightening the English language teachers at this level the concept of inclusive education if the goal of equal educational right to every Nigerian child will be achieved.

Keywords : Inclusive Curriculum Needs; Learning Disabilities, Speech Impairment, Language Impairment; Language Disorders.

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