This study investigates the impact of teacher training in inclusive education practices on students' academic performance and social integration in ten selected schools within the Abuja Municipal Area Council (AMAC), Federal Capital Territory, Nigeria. Inclusive education, which aims to ensure equitable access to quality education for all students, especially those with special educational needs, has become a focal point in global educational reform. This research examines how teacher preparedness through professional development programs in inclusive education influences both academic outcomes and social inclusion of students. The study employs a quantitative research design, utilizing structured instruments such as teacher knowledge assessments, classroom observation checklists, student academic records, and social integration scales. Data were collected from 150 teachers and 600 students across diverse schools in AMAC. The research assesses teacher training frequency, content coverage, and application in the classroom, while evaluating student performance through grades, test scores, and continuous assessments, alongside social integration indicators like peer relationships and participation in school activities. Descriptive and inferential statistical methods were used to analyze the data and test the hypothesized relationships between teacher training and student outcomes. Results suggest that teacher training in inclusive education positively affects both students' academic performance and their social integration. Specifically, trained teachers were more adept at implementing inclusive strategies, which led to improved student engagement, peer relationships, and overall academic achievements. The study concludes that well-structured, ongoing teacher training programs are essential for fostering an inclusive learning environment that enhances both academic success and social cohesion. Based on these findings, the study recommends expanding teacher training programs, incorporating peer-learning strategies, and focusing on classroom management techniques to improve inclusive practices in schools. This research contributes valuable insights for educational policymakers, teacher educators, and school administrators in Nigeria and similar educational contexts. By linking teacher training to measurable student outcomes, the study highlights the importance of targeted professional development in achieving sustainable inclusive education practices.
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- Ikechukwu Nelson Nicholas Onyeabor (Autor:in), 2025, Teacher's Training in Inclusive Education Practices, München, GRIN Verlag, https://www.hausarbeiten.de/document/1702184
