An evaluation of special education services in mainstream schools in Maiduguri Metropolitan LGA, Borno State
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- NGN 5000
Background of the Study
The integration of special education services within mainstream schools represents a significant stride toward inclusive education. In Maiduguri Metropolitan LGA, Borno State, mainstream schools have increasingly incorporated specialized services to accommodate students with disabilities, ensuring that they benefit from the same educational opportunities as their peers. These services include individualized instruction, resource support centers, and specialized counseling, all designed to address the unique challenges faced by students with disabilities (Abubakar, 2023). The move toward inclusive education is driven by national policies and international conventions that emphasize the right to education for all children regardless of disability status (Bello, 2024). In recent years, various programs have been introduced in mainstream schools to provide tailored interventions and to support teachers in managing diverse classrooms. Despite these positive developments, significant challenges persist in the effective delivery of special education services in mainstream settings. Factors such as insufficient training for teachers, a shortage of specialized personnel, and limited funding often impede the smooth integration of these services (Chinedu, 2025).
Moreover, the lack of adaptive learning materials and assistive technologies further hinders the effectiveness of special education interventions in mainstream schools. As a result, students with disabilities may not receive the full benefits of an inclusive learning environment. Research has shown that well-implemented special education services can lead to improved academic performance, greater social integration, and enhanced self-esteem among students with disabilities (Abubakar, 2023). However, disparities in service delivery remain a critical issue, with some schools exhibiting advanced support systems while others lag behind due to resource constraints and administrative challenges. This study aims to evaluate the current state of special education services in mainstream schools in Maiduguri Metropolitan LGA, examining both the successes and the obstacles faced by educators and students alike. By gathering data from multiple stakeholders—including teachers, parents, and school administrators—the research intends to offer a comprehensive overview of the current practices and to provide recommendations for improving service delivery (Bello, 2024).
Statement of the Problem
Despite policy mandates for inclusive education, mainstream schools in Maiduguri Metropolitan LGA continue to face significant difficulties in delivering effective special education services. One of the primary issues is the gap between policy and practice, where schools often lack the necessary resources and trained personnel to adequately support students with disabilities (Abubakar, 2023). Many educators express concerns over insufficient training and a lack of ongoing professional development, which undermines their ability to adapt instructional strategies to diverse learning needs (Chinedu, 2025). Furthermore, limited availability of adaptive learning materials and assistive technologies has resulted in a situation where students with disabilities may not receive the individualized support they require, leading to poorer academic outcomes and lower self-esteem. Administrative inefficiencies and inconsistent funding further exacerbate these challenges, creating an uneven landscape of service delivery across schools (Bello, 2024). The cumulative effect of these issues is a learning environment that falls short of the inclusive ideals promised by national policies. This study seeks to investigate the extent of these challenges, assess the effectiveness of current special education services, and identify potential strategies for improvement. By focusing on the perspectives of educators, parents, and students, the research aims to uncover systemic weaknesses and recommend practical interventions that can bridge the gap between inclusive education policies and classroom realities.
Objectives of the Study
• To evaluate the current provision of special education services in mainstream schools in Maiduguri Metropolitan LGA.
• To identify the challenges and resource gaps affecting service delivery.
• To propose actionable recommendations for enhancing the quality and accessibility of special education services.
Research Questions
• What special education services are currently provided in mainstream schools?
• What challenges hinder the effective delivery of these services?
• How can the integration of special education services be improved in mainstream settings?
Research Hypotheses
• H1: Comprehensive special education services in mainstream schools lead to improved academic outcomes for students with disabilities.
• H2: Insufficient teacher training significantly undermines the effectiveness of special education services.
• H3: Increased funding and resource allocation positively impact the quality of special education provision.
Significance of the Study
This study is significant as it evaluates the effectiveness of special education services in mainstream schools within Maiduguri Metropolitan LGA. The findings will inform educators, policymakers, and administrators about the challenges and potential improvements in service delivery. Enhanced special education support is expected to foster a more inclusive learning environment, improve academic performance, and boost the self-confidence of students with disabilities. The research ultimately contributes to the advancement of inclusive education practices and policy reforms (Abubakar, 2023; Bello, 2024).
Scope and Limitations of the Study
This study focuses solely on the evaluation of special education services provided within mainstream schools in Maiduguri Metropolitan LGA. It examines service delivery, resource availability, and stakeholder perspectives, excluding specialized institutions and broader regional comparisons.
Definitions of Terms
• Special Education Services: Programs and interventions designed to support the educational needs of students with disabilities.
• Mainstream Schools: Regular educational institutions that integrate students with and without disabilities.
• Inclusive Education: An educational approach that ensures equal access and participation for all students.
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