Dr. Orim, Samuel Orim; Dr. Hisham Aliyu Bacci Mohammed; Udie, Lazarus Ishifundi & Auwal Umar Salis
Abstract
This study investigated inclusiveness of school environment and learning outcome of students with physical impairment in Calabar Metropolis. The study determined the relationship, composite and relative contribution of adapted architectural infrastructure, adapted assessment strategies, inclusive co-curricular activities and inclusive attitude to learning outcome of students with the disability. Three null hypotheses were formulated to guide this study, the study adopted survey research design. The population for the study was 150 persons physical impairments who are members JONAPWDs in Calabar Metropolis and 50 of them who are students in public secondary schools were sampled using purposive and convenience technique. The instrument for data collection was a 20 item self-designed questionnaire tagged Inclusive School Environment and Learning Outcome (ISELO) was used, Cronbach Alpha method was used to determined reliability and it yielded high internal consistency reliability of 0.85. The data collected were statistically analyzed using Pearson Product Moment Correlation Coefficient and multiple regression analysis. All hypotheses were tested at 0.05 alpha level and the result showed that the adapted architectural infrastructure, adapted assessment strategies, inclusive co-curricular activities and inclusive attitude has there was significant relationship with learning outcome of students with physical impairments just like the variables have significant contribution. Based on the findings, it was recommended that, government, school administrators and other stakeholders should ensure that school structures, facilities, environment are architecturally accessible, inclusive teachers’ attitudes and instructional activities carried out in compliance with global standards for inclusion to meet the needs of all students inclusive of those with physical impairment.