INCLUSIVE EDUCATION: UNDERSTANDING THE ACADEMIC CHALLENGES AND COPING MECHANISM OF PHYSICALLY DISABLED STUDENTS FOR SUSTAINABLE NATIONAL DEVELOPMENT IN SECONDARY SCHOOLS IN CROSS RIVER STATE.

Abstract

Empirical evidence is adequate in Nigeria to understand the link between coping mechanism and academic challenges of physically disabled students, educating the disabled in regular schools is basically for the achievement of universal education. So, this research focused on academic challenges and coping mechanism of physically disabled students in secondary schools in Bekwarra L.G.A., Cross River State. The study adopted descriptive survey design to ascertain academic & coping mechanism of secondary school students in Bekwarra L.G.A. One hundred and sixty-nine students with physical disabilities in regular schools was drawn using the purposive sampling technique. The instrument for the study was questionnaire titled “Academic Challenge and coping mechanism of physically disabled students’ questionnaire”. Validity was established and a correlational coefficient of 0.67 was derived indicating the reliability for challenges of students who are physically disabled in regular schools include lack of access to modern technologies, inappropriate teaching methods and non-availability of special education curriculum. The study discovered that the optional copy mechanism employed in the students are listening to inspiration talk/music, requesting assistance, working hard to solve problems, and learning to engage in personal activities. Gender also impact significantly challenges of physically disabled students and coping mechanism. Based on the finding of the study, the paper recommends that psychological counselling programmes should take more areas of rehabilitations counselling in order to facilitate additional support to students who are physically disabled. It also recommends government and stakeholders involvement in providing assistive technologies to students who are physically disabled.