Disability inclusive practice: Assessment, management and rehabilitation of learners with diverse needs

Learners with diverse needs require additional individual attention with several modifications and adaptations of schooling routines and practices. The study adopted a descriptive survey research design. The study population comprised all learners with diverse needs. Sixty (60) learners with diverse needs were selected from secondary schools in Ibadan Metropolis, Oyo State, Nigeria. It used the Assessment, Management, and Rehabilitation of Learners with Diverse Needs Questionnaire (AMRLDNQ) to collect data. Validity was ascertained, and reliability was assessed using Cronbach's Alpha, with indices of 0.95 for assessment, 0.76 for management, and 0.87 for rehabilitation. To test the two hypotheses raised. Data was analysed using Analysis of Variance (ANOVA) to test the hypotheses. The standardised regression coefficient determined the relative contributions of the independent variable. Pearson Product-Moment Correlation (PPMC) was used to show the significant relationship between the variables. The null hypotheses were tested at a p-value < 0.05. The results revealed a positive and significant relationship between assessment and rehabilitation of learners with diverse needs, and between management and rehabilitation of learners with diverse needs (p<0.05). The study recommended that the government design and streamline the goals and objectives of inclusive education for the short-term, medium-term, and long-term. In conclusion, a laudable path to providing equal education for all Nigerian citizens should be pursued, with a focus on improving access for disenfranchised groups.