Abstract:

Inclusive Education (IE) is a new approach towards educating the students with disability and learning difficulties with that of normal ones within the same classroom. It brings all students together in one classroom and community, regardless of their strengths or weaknesses in any area, and seeks to maximise the potential of all students. It is one of the most effective ways in which to promote an inclusive and tolerant society. It is known that 73 million children of primary school age were out of school in 2010, down from a high of over 110 million out-of-school children in the mid-1990s, according to new estimates by the UNESCO Institute for Statistics (UIS). This study, therefore, was carried out to investigate the level and extent of mathematics teacher usage of inclusive instructional activities in their teaching delivery in some special schools in Ibadan, Oyo state. The objective of which to cater for students with special educational needs. The respondents were 11 mathematics teachers from four purposive selected junior secondary schools co-habitating students with and without special educational needs. The results reveal that mathematics teachers do not use inclusive instructional activities. The extent, awareness and level of usage was low. The study, therefore, recommends among others that mathematics teachers should be trained to use inclusive instructional activities that incorporate the inclusion of students in special schools.

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