Collaborative strategies for promoting inclusive education in rural communities: A case study of Okigwe education zone

Abstract

Rural Nigeria’s inclusive education promotion in the Okigwe Education Zone, in Imo State, is a big concern. Although Nigeria’s National Policy on Education requires inclusive education for the disabled, the situation in rural Okigwe contrasts this with neglect, infrastructure breakdown, a lack of specialists in special education, as well as cultural stigmatisation. However, this study contends that public allocation of funds alone as a solution would be inadequate. Rather, there is the urgent call, through this conference’s subtheme, "Building Bridges," to explore the gap that must be bridged between administration of schools and other stakeholders. With the use of a descriptive survey, this researcher collected information from three strategic public secondary schools within the zone (Okigwe National Grammar School, Community Secondary School, Ihube, Secondary Technical School, Umulolo). By incorporating the Social Capital Theory, this study endeavours to explore the use of strong social frameworks that already exist within the social dynamics of the entire Okigwe zone with a view toward evaluating their transformation into educational infrastructure. Evidence shows that, although Okigwe’s social group members participate more in projects that increase physical classroom infrastructure (Bonding Capital), they less often participate in other aspects, such as policy advocacy, aimed at assisting the disabled (Bridging Capital). Having presented the theories with empirical evidence, this study through this conference, recommend the use of the "Community School Inclusion Model" (CSIM) that provides recommendations on different paths that School Principals must pursue in establishing linkages with existing Town Unions, as well as transforming them from observers to active participants that would minimize the dropout rate of the most vulnerable populace, namely, the disabled.