Exceptionality and inclusive education in global perspective: Challenges facing the practicability of inclusive education in Nigeria and psychological implications
Suleiman Suleiman Chado
This paper defined the term ‘exceptionality’ and ‘inclusive education’ and explained the history of inclusive education in global perspective. It also discussed the challenges facing the practicability of inclusive education. This bordered on the stakeholders such as the government, the special educators and parents of exceptional children. The paper went further to highlight the psychological implications in terms of professional psychotherapists needed to address the challenges confronting the practicability of inclusive education in Nigeria. These challenges include: identification and census taking (head count) of persons with disability by census officials; enrolment of exceptional children in the inclusive education classes; involvement of psychotherapists and medical personnel, special educators and social workers in the enrolment exercise; the enlightenment and sensitization of parents, community leaders and the public; and the involvement of professional counsellors and social workers in the sensitization exercise. This paper posits that if the above psychological implications are addressed, the implementation and practicability of inclusive education will eventually materialize and can become functional in Nigeria. Thus, the solution to Education For All (EFA).