Creating Procedural Dimension for Influencing a Successful Implementation of Inclusive Education in Nigeria

Abstract

This paper is aimed at providing answers on how inclusive classroom should be accomplished by “creating procedural dimensions of the programme. Inclusive classroom practices reflect the changing culture of contemporary schools with emphasis on active learning authentic assessment practices, applied curriculum, multi-level in structural approaches and increase in attention to students needs and individualization. Topical issues raised in this paper include concept and meaning of inclusive education, principles, practices, teaching programme, individualized educational plan financial provision, and benefit of an inclusive classroom.