Teachers and Classroom Management as Tools for Actualizing Inclusive Education in Nigerian Educational Institutions

Abstract

Inclusive classroom being a general education classroom, is where students with and without learning differences learn together. Teaching special need students is a unique task that demands commitments from educators. Effective classroom management by teachers in inclusive classroom is greatly benefiting all students, including those with and without special educational needs. Teachers used a series of classroom management strategies in order to achieve complete classroom control for optimum learning environment for students to engage with their studies and work to the best of their ability. Therefore, this paper deals with the role of teachers in effective classroom management in teaching special needs students together with the so-called normal students at the same time, in the same classroom under the same learning environment in Nigerian educational institutions. Attempts were made to highlight the conceptual definition of the key terms. The paper adopted social learning theory propounded by Alfred Bandura in 1962. Inclusive education at a global glance was discussed. The paper pointed out the significant roles teachers play in handling inclusive education in Nigeria. To this end, the paper recommends among others, Parents, Community, Governmental and Non-Governmental Organizations should give all necessary supports on appropriate policies, incentives and practices that teachers can acquire knowledge and skills necessary to manage inclusive classroom effectively to benefit the special needs students that receive education concurrently with the normal students in Nigerian educational both lower and tertiary institution.