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Inclusion aligns with the goals of Education for All (EFA). Therefore, the study identified teachers’ integration strategies and challenges on inclusion in selected public primary schools in Mushin Local Government Area (LGA) of Lagos, Nigeria. Descriptive Survey Research Design was used for the study. 240 teachers in Basic 1-6 formed the sample size who were randomly selected across 24 public primary schools in the LGA. Ten teachers were randomly selected from each school. Three research questions in a 21-item structured questionnaire titled ‘Teachers’ Integration Strategies and Challenges on Inclusion’ (TISACI) was used to elicit information from respondents. The instrument was modified and validated by experts in Early Childhood and Measurement and Evaluation. The reliability instrument coefficient was at 0.798. Data collected were analyzed using descriptive statistics such as frequency count, percentages and mean. The study found out that that strategies teachers adopt to integrate pupils include differentiation, use of positive technology tools, giving individualized support and collaborative efforts among others. Also, the study outlined challenges teachers face in inclusion such as having to deal with diverse learners with diverse learning needs, lack of resources and support, poor knowledge in special education among others. The study also found that inclusion has positive impact on pupils’ academic performance as it fosters positive classroom climate, provides individualized support and encourages peer tutoring among others. It was therefore recommended that teachers’ professional training should focus more on tenets of special education, use of differentiation, and diversification of assessment strategies for optimal learning outcome in order to accommodate special needs pupils among others.
OGWAZU et al. (Mon,) studied this question.