Making technical and vocational education inclusive for persons living with disability: Prospects and challenges – A case study of Southwest Nigeria

Abstract

For many decades, proponents of inclusive education have been pressing for a change in mindset that would allow for the integration of pupils with disabilities into regular technical and vocational education and training (TVET) classroom settings. Although there is less debate about the advantages of inclusive education, there are still theoretical and practical issues about its implementation. In keeping with the aforementioned, this research was designed to look at the challenges and prospects of making TVET inclusive for PLWD in Nigeria. The purpose of this small-scale study is to shed light on the challenges encountered by PLWD in participating in TVET as well as proposed strategies for enhancing the inclusion of PLWD in TVET programmes in South-West, Nigeria. In order to achieve the objectives of the study, the qualitative research method was employed. A qualitative data instrument in the form of a semi-structured interview was designed to elicit information from the selected PLWD, instructors and TVET administrators in the study. The data that were gathered in the study were analyzed using thematic analysis. Based on the thematic analysis, two themes emerged: challenges of PLWD in participating in TVET; and strategies for enhancing the inclusion of PLWD in TVET programmes. The themes were discussed along with the research questions, juxtaposing the study’s findings with the social model of disability and previous studies. Practical recommendations were given on how to solve the issues confronting challenges of PLWD in participating in TVET. Implications for future practice and research were also explored.