Examination of Parental Attitudes Towards the Education of the Physically Challenge Children in Argungu Local Government of Kebbi State

Examination of Parental Attitudes Towards the Education of the Physically Challenge Children in Argungu Local Government of Kebbi State.

ABSTRACT

This research, is concern with the examination of parental attitudes towards the education of the physically challenged children in Argungu local government of Kebbi state. A physically challenged child may be defined as a child who has disability of locomotors or neurological origin which constitutes disadvantages or restrictions in one or more aspect of daily living activities. It may be physical, cognitive, mental, sensory and emotional type.

The disability may be congenital or acquired. Oxford dictionary defined disabled as people with permanent illness or injury that makes it difficult for them to use part of their body completely or easily. Also, Child Right Act Law (2006) defines a child as person who has not attained the aged of eighteen (18) years.

Therefore, the physically challenged children are under age that need to be nurtured and assisted to overcome physically, emotional and mental challenges to developed into responsible adults. The researchers decided to use descriptive research design to assess the parental attitudes towards the education of the physically challenged children in Argungu.

The researchers found out that, the physically challenged children are being marginalized and discriminated in the society, denying their right to education. Majority of the parents developed negative attitudes towards the education of the physically challenged children and most of the physically challenged children do not received education.

TABLE OF CONTENTS

Title Page – – – – – – – – – – i

Approval Page – – – – – – – – – ii

Dedication – – – – – – – – – – iii

Acknowledgement – – – – – – – – – iv

Table of Contents – – – – – – – – – v-vi

Abstract- – – – – – – – – – – vii

CHAPTER ONE

1.0 Introduction – – – – – – – – 1

1.1 Background of the Study – – – – – – – 1-3

1.2 Statement of the problem – – – – – – – 3

1.3 Objective of the Study – – – – – – – 3-4

1.4 Research Question – – – – – – – 4

1.5 Significance of the Study – – – – – – – 4-5

1.6 Scope and Delimitation of Study – – – – – – 5-6

CHAPTER TWO LITERATURE REVIEW

2.1 Introduction – – – – – – – – – 7

2.2 Definition of Physical Challenged Children – – – – – 8-9

2.3 The Nature of the Physical Challenged Children in Nigeria – – – 9-10

2.4 Historical Development of the Physically Challenged Children Education in

Nigeria – – – – – – – – – – 10-12

2.5 Causes of Physical Disabilities in Children – – – – – 12-20

2.6 The need for the provision of Quality Education to the Physically Challenged

Children in Nigerian – — – – – – – – 20-21

2.7 Challenges facing the Education of Physically Challenged Children in Nigeria- 22

2.8 Methods and Materials for the Education of the Physically Challenged Children- 23

2.9 Rehabilitation centre for the Disabled, Argungu, Kebbi State – – – 23-24 7

2.10 Summary of the Chapter – – – – – – – 24

CHAPTER THREE

METHODOLOGY

3.0 Introduction – – – – – – – – – 25

3.1 Research Design – – – – – – – – – 25

3.2 Population of the Study – – – – – – – – 25-26

3.3 Sample and Sampling Technique – – – – – – 26

3.4 Instrument for Data Collection – – – – – – – 26-27

3.5 Validity of the Research Instrument – – – – – – 27

3.6 Reliability of the Research Instrument – – – – – – 27

3.7 Procedure for Data Collection – – – – – – – 28

3.8 Method of Data Analysis – – – – – – – 28

CHAPTER FOUR: PRESENTATION AND ANALYSIS

4.0 Data Presentation and Analysis – – – – – – – 29-38

CHAPTER FIVE DISCUSSION, CONCLUSION AND RECOMENDATION

5.0 Introduction – – – – – – – – – 39

5.1 Discussion of the Findings – – – – – – – 39-41

5.2 Conclusion – – – – – – – – – 41-43

5.3 Recommandation – – – – – – – – – 43-45

References – – – – – – – – – – 46

INTRODUCTION

It is an established fact that the importance of education to the development of any society cannot be over emphasized. The development of any society depends heavily on its level of education.

According to Adelowo (2006) Education is the aggregate of all the processes by which a child or a young adult develops the abilities, attitudes and other forms of behavior which are of positive value to the society in which he lives.

Dewey (2006) maintains that, education is wise, hopeful and respectful cultivation of learning undertaken in the belief that all should have the chance to share in life.

Similarly, Adedoja (2005) maintains that, education is the training of the entire person to enable him not only to be able to read and write or proficient in a given job, but also to enable him to fit himself for living in a society.

Ahmad (2008) education is the process by which an individual born into a human society, learn the ways of life, which include knowledge, skills and values of the society, at home community and schools, so that he can function effectively as a member of the given society (Abosi, 2007).

REFERENCES

Adedoja, I. A. (2005). The Place of Special Education in the Universal Basic Education Scheme in Nigeria. Abuja: Proceeding of the Education Mini Submit, Federal Ministry of Education.
Adelowo, F. O. (2006). Education and Development of the Special Needs Child Obani, T. C. (ED) Teaching Pupils with Special Educational Needs in the Regular UBE Classroom: Book Builders Editions-Africa Ibadan: Eluben Printers.
Ahmad, W. (2008) Barriers of Inclusive Education for Children with Intellectual Disability. Ibadan Streams Research Journal. 2. II 1-4.
American with Disabilities Act 1990. Microsoft Encarta (2006) Redmond, WA: Microsoft Corporation.
Adima E.E., Ladipo, S.O. and Abosi, C.O. (2006). Introduction to Special Education: Ibadan: Heinemann Educational Books.

CSN Team.

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