EXPLORING THE CHALLENGES IN TEACHERS’ TRAINING PROGRAMME FOR INCLUSIVE EDUCATION IN DELTA STATE, NIGERIA: EMPHASIS ON SOCIAL STUDIES TEACHERS

Abstract

With a focus on social studies instructors, the study examines difficulties in Delta State, Nigeria's inclusive education training program. In order to facilitate the teaching-learning process, the study examines how inclusive education with relation to social studies students with special needs presents difficulties for the classroom instructor. According to article 223 of the UN Child Rights Convention, which was ratified in 1989, students with needs are entitled to a complete and dignified existence in circumstances that uphold their dignity, encourage independence, and enable them to actively participate in an inclusive educational system. This study reviews pertinent research on the challenges and clarifications of social studies teacher preparation for school inclusion, particularly with reference to individuals with special needs. In order to prevent prejudice against people with special needs, the government at all levels should mandate inclusive education for schools, according to the paper's conclusion, which also highlighted the importance of a sufficient Social Studies teacher training programme.