Managing the Curriculum to Meet the Needs of Learners with Special Needs Education in Nigeria Rural Communities: Teachers as Critical Stakeholders in Inclusivity

Abstract

Learners with special educational needs are faced with multiplicities of challenges in and outside school environments. These challenges range from social, psychological, emotional to academics. The problems are often compounded when learners with special needs find themselves in rural communities where knowledge, understanding and pedagogical skills are lacking by teachers. It then beholds on teachers to advance his or her teaching by creatively managing the curriculum to meet the diverse needs of students with special educational needs under his or her instructional watch. This work anchors on Rogers’ diffusion theory in education. This theory was used as a conceptual model to understand how teachers implement the innovations they had learned. The basic element of Rogers’s diffusion theory in education hinged on innovation decision process namely: knowledge, persuasion, decision, implementation and confirmation. In view of these, teachers as critical stakeholders should prepare to manage curriculum to meet needs of learners with special needs in Nigeria rural communities through creative adaptation of curriculum in view of diverse learners, flexible pedagogical application, in-depth knowledge of instructional contents, resilience, encouraging and managing innovation as well collaboration and accommodation to promote all-inclusiveness in instructional delivery and knowledge acquisition by the students.

1. Introduction

Learners learn effectively with interesting instructional contents, motivating learning resources, conducive learning environment with the ability to creatively mange instructional contents by dynamic teachers to meets the needs of different learners under their instructional watch. Sometimes teachers are often confronted with myriad of problems on how to adequately motivate students because of diversities of needs emanating from difference that exist among learners. This makes achieving the set goals by teachers very difficult. This is because many teachers believe that all students are believed to have the same potentials of exhibiting cognitive, affective and psychomotor behaviours at the same time and rate following the same process. This conception put may students at risk of academic retrogression and or non-achievement.

Quite unfortunately, learners with special needs suffer double jeopardy of not being understood by teachers in conventional schools. This suggests that the plight of some learners with special educational needs from low income areas (rural communities) from sub-Sahara Africa would be better imagine than experience because economic and social status and limited education by parents and the kinds of teachers that would agree to stay in rural communities. Having basic quality education by these learners become very difficult not because they are from rural communities but many of the time happen due to inability to creative manage curriculum in a way that all students will carry along. Hence, this scenario should not be left unattended to if the global aspiration of “Education for All” will be achieved.

2. Theoretical framework

This work anchors on Rogers’ diffusion theory in education. The diffusion of innovations theory describes a process in which an innovation is communicated through certain channels over time among members of a social system [1]. According to Rogers, innovation is an idea, practise or object perceived to be new by an individual. Innovation may have been invented many years ago but considered to be new to individual that values it for adoption. So, the newness of an innovation is related in term of the knowledge, persuasion and decision stage of an innovation-decision process. Sahin [2] noted people may decide to imbibe innovation or not because of uncertainty which is considered as obstacle and posited that sometimes an innovation may create consequences. Consequences are the changes that occur in an individual or a social system as a result of the adoption or rejection of an innovation [1]. To reduce the uncertainty of adopting the innovation, individuals should be informed about its advantages and disadvantages to make them aware of all its consequences. Moreover, Rogers claimed that consequences can be classified as desirable versus undesirable (functional or dysfunctional), direct versus indirect (immediate result or result of the immediate result), and anticipated versus unanticipated (recognised and intended or not). Rogers premised his theory of diffusion on three basic elements namely: innovation, communication channels, time and social system.

Innovation element exemplified an idea that is perceived to be new to the person that want to adopt it though idea might have existed long but if individual perceive it as new, it may still be an innovation for them. Hence, Rogers based the assumption of the newness on knowledge, persuasion and decision. A communication channel is a process in which participants create and share information with one another in order to reach a mutual understanding [1]. Communication occurs through channels between sources and a source is an individual or an institution that originates a message. A channel is the means by which a message gets from the source to the receiver. Time is the third stage and the most the ignored in most behavioural research. Arguably, including the time dimension in diffusion research illustrates one of its strengths. The social system is the last element in the diffusion process and it’s defined as a set of interrelated unit engaged in joint problem solving to accomplish a common goal.

The Rogers diffusion theory becomes imperative and relevant to this work because curriculum management to include students that special needs is about innovation. Though the practise of curriculum adaptation and management might not be new in special education and to special educators, the practise in rural areas among conventional teachers could be an innovation within the space time and sociological environment (rural settlements in Nigeria). The aim of curriculum management is to meet the needs of diverse students in rural communities in order to achieve equal educational opportunities for all not minding geography, race and differences in intellectual, social, emotional, sensory and physical differences. This is about solving human problems within a specific time and location to achieve a common goal.

3. Learners with special needs in rural communities in Nigeria: any hope of better education?

Nigeria with over 200 million of both adults and children live in both urban and rural communities. The WHO reported that about 40 per cent (40%) of Africa population have people with one form exceptionality or the other including 10–15 per cent of school-age children [3]. The report further stated that the vast majority of Africans with disabilities are excluded from schools, though, Nigeria estimate of people with special needs remain elusive, it can be concluded that the report is disturbing and needs urgent intervention. The revelation and lack of accountability in figure as regards the population, education and living conditions are as results of many factors among which is the government attitudes towards learners with special needs teachers in rural communities. This is reflected in the enrolment of pupils for basic education in rural communities.

Nigeria government made primary school education compulsory and basic not minding the geography and status. With this, it is expected that rate of out of school children would have reduced to the barest level. Unfortunately, school enrolments across geopolitical zones in Nigeria are contentious. Though primary education is officially free and compulsory, about 10.5 million of the country’s children aged 5–14 years are not in school. Only 61 per cent of 6–11 year-olds regularly attend primary school and only 35.6 per cent of children aged 36–59 months receive early childhood education [4]. This is evident in the report by UNICEF that Nigeria has the largest number of out-of-school children in the world with postulation that one in every five is out of school [5]. The concentration of these out-of-school children are in rural communities across ethnic and geopolitical zones. Most unfortunately is the impact of insurgency and insurrection in the Northern and Eastern parts of the country. The reasons for such geometric number in Nigeria may be link to poverty, religion sentiment and the interest of both parents and their children.

Pathetic is the case of children with special needs. Large population of these children in rural communities find it difficult to access school based on non-availability of special and inclusive schools that could cater for their needs. The above could have affected their interest and enthusiasm. Worrisome is the paucity of teachers, professional competence, facilities and resources to manage the education of children with special need in rural communities across the stretch of the country. Many of these children are left for their daily living and invariably, encounter molestation and abuse.

The World Health Organisation reported that about 15 per cent of Nigeria population accounting for about 25 million have disability [6]. Often time, many of them face human right abuses including stigma, violence and lack of access to education, health and housing [7]. Among so many cases of these inhuman dispositions, few are reported and even those that are reported may not get adequate justice because of the social and legal systems. Though, the Nigeria government has passed both inclusive and disabilities laws, the efficacies of the laws as regards the issue of people with disabilities and their education still remain contentious as there is continuous violation of the right of people with disabilities in term of social inclusion, education, employment, discrimination and justice.

The International Centre for Evidence in Disability [8] reported that despite the presence of legal and policy frameworks in Nigeria at both state and national levels, there is evidence from research that indicates significant gaps in the delivery of inclusive education for children with disabilities in Nigeria. This happens because of lack political will to implement and dispense justice. Evidence from research indicate that there are inadequacies in the number of special and inclusive schools at primary and secondary levels to accommodate the millions of out-of-school children with disabilities; inadequate number of special teachers and other professionals required to provide support and services; inadequate assistive teaching and learning materials, including technologies; poor funding from government at all levels; low level of awareness on inclusive education among stakeholders; poor implementation of and low level of compliance with available legal and policy framework.

Furthermore, the rural community across states, regions and ethnics in Nigeria has been plagued with social, educational and infrastructural deficits making lives to be exceptionally difficult for rural dwellers. The effect reflects on socio-educational development. While the urban areas enjoyed some levels of development in term of education, the rural areas are at receiving end. Education in the rural areas in Nigeria is characterised with very poor infrastructure, insufficient academic staff, insecurity, and non-payment of academic staff among others. It is a common knowledge that majority of the population in developing countries like Nigeria live in rural areas and the level of education is perceived to be moderately low compared to industrialised countries. Nworgu and Nworgu [9] conducted a study on urban–rural disparities in achievement at the basic education level reflecting the plight of developing nations reported abysmal level of marginalisation of rural communities and schools and the unmitigated adverse effects on the development of rural communities and state of education.

This is a scenario in rural communities in Nigeria, students with special needs, especially learners with disabilities are likely to be educated in general education class and hence, this may place the learners at risk of under achievement because many teachers in rural communities might not be trained to take care of special needs and where present, they might be overwhelmed with work because of their numbers. More importantly, the impact of infrastructural decay and lack basic school amenities coupled with poor funding may make education in rural communities to difficult.

The impact of bad governance also reflects in the state of infrastructures and social amenities in rural communities having its attendance effects on school administration and management. Most infrastructures and social facilities are inadequate and sometimes in state of comatose. For instance, teachers and educational resource are grossly inadequate in schools. The paucity of teachers in schools across rural communities in Africa has been attributed government attitude and lack of concern. Adedeji and Olaniyan [10] noted that the worth of teachers is very low, due to poor recognition given to the teaching profession as explained by various de-motivating factors. They noted further teachers in many African countries are working in challenging conditions that are aggravated by poor salary and housing, delay payment of allowances and promotion, scarce teaching and learning resources exacerbated by inattention from government and disrespect from parents and community. More importantly, learning resources are either not available or out-dated for the use of both teachers and students. This has led to attrition and lack of interest on the part of teachers.

The lack concern has further made teachers to demonstrate poor interest in teaching special needs learners especially in rural communities. Most unfortunately, apart from the fact that numbers of teachers are grossly inadequate with the population of the students in rural communities, neither special teachers nor schools for special needs are located in rural communities. This creates problems for students with special needs and may account for the rate of out of school among this group of learners.

Furthermore, leaners with special needs face difficulties in attending school because of the economic status of parents in rural communities in Nigeria. The Bureau of statistics in 2019 reported that about 40 per cent of the total population live below poverty’s line per year [11]. Now in 2023, the figures had risen to 63 per cent with Northern part of the country account for 86 million and 47 million in the south out of the postulated 133 million living with multidimensional poverty [12]. With global economic downturn and local hyperinflation in Nigeria, scores in rural community are on the threshold of economic incapacitation. The reason for this is that most rural community in Africa and especially in Nigeria have their sources of income in subsistence agricultural practises and petting trading which bring less economic values to them.

The poverty rate had been in cycle, keeping some strata of the population under economic subjugation of the rich and limited access to education. The level of parents’ education in rural community could adversely affect the education of their children especially those with special needs. This is as result of limited exposure to education and also economic incapacitation. It should be noted that the financial implication for caring for a special needs child may likely cater for multiple of children without disabilities.

In Nigeria, just like any other traditional African community and even some parts of the developed world, children with special needs are rated low and socially incongruent because of various traditional beliefs and cultural perspectives. This creates some level of challenges or barrier in the activities of people that are special needs. Ndlovu [13] noted that challenges and barriers faced by people with disabilities ranges from cultural, religious, and social to historical colouration and or combination of all. Though cultural, religion and historical perspective towards special needs children varied sociologically, nevertheless, the reaction towards this group of individuals still remain controversial considering the belief and religion systems.

Most traditional religions still hold the age long belief that children with special needs are as a result of law of karma, contravention of norms of the society and even sometimes see them as supernatural existence [14]. In some parts in Africa, disability is considered a disadvantage and a curse in several countries resulting to exposure of people with disabilities to violence and abuse, sometimes justified by culture or beliefs. This accounts for large number of out of school population among special children in rural community in Africa and especially in Nigeria. Baker, Lund and Taylor [15] investigated the myths surrounding people with Albinism in South Africa and Zimbabwe, the outcome presented that people with Albinism are not as capable as others, they are cursed, fault committed by their mother, contagious and they do not die. A report like this may predispose some people with disabilities to attack, injustice and abuse.

4. Teachers of special needs in rural communities and instructional delivery: pragmatic approach in managing curriculum

Teaching in rural communities might be exemplary difficult because of so many factors. In developing countries of the world in which Nigeria happen to be one, rural communities are plague with poor infrastructural development and neglect from government. Most social and essential facilities are in state of comatose and unattended to. School facilities and learning resources are ether unavailable, inadequate and or in poor shapes coupled with the value place on teaching profession by government, parents and the students themselves. Quite unfortunately, many rural communities in Nigeria lack human and material resources to cater for the needs of learners with special need both at the elementary and secondary school levels. Nevertheless, learners with special needs have right to education not minding their location and economic status. In this regards, teachers in rural communities must be ready to be innovative, knowledge seekers, resilient and incline to change.

The Salamanca framework for action posited that training and retraining of teachers to meet up with inclusive agenda should be topmost educational agenda across the globe. The policy stated that appropriate preparation of all educational personnel stands out as a key factor in promoting progress towards inclusive schools [16]. The policy further enunciated that pre-serve teachers should be equipped with knowledge and pedagogical strategies to identify, teach and care for learners with special needs in conventional or inclusive classroom. And also, on the job training should also be given to conventional teachers in the areas of education of children with special needs so as to abreast them of the pedagogy, identifications and contents adaptation.

Adigun [17] in a study carried on comparative study on inclusive education among pre service teachers in Nigeria and South Africa reported significant difference in the attitudes of pre service teachers with Nigeria having higher score than South Africa. The implication of this is that the training for pre service teachers in Nigeria impacted positively on them than South African teachers. In the same vein, Adeniyi et al. [18] investigated pre service teacher’s preparedness towards inclusive education in Nigeria reported high knowledge and improved attitudes. This could be regarded as encouraging development in low economic country. However, schools in rural communities are disadvantaged of having experts because; most teachers prefer staying at the cities where they have access to modern facilities and infrastructures. It therefore imperative for government and other stakeholders to bring the development of training and retraining down to rural communities where we have some special needs who may not afford to go to cities or urban areas for their education. By doing this, rural teachers will have the expertise of exploring curriculum and modifying it in a way that the needs of special needs will be met. Not doing this amount to denying this cluster of individuals their fundamental human right to education.

Again, today’s classrooms are diverse and inclusive in nature. Differentiation of instruction and assessment and principles of universal design are now recognised practises for teachers. In order to cater for interest of diverse group of students in the classroom as regards instructional delivery, teachers in the rural communities in Nigeria must be able to creatively adapt curriculum to reflect things that are peculiar to those rural communities at the same time not at variance with the standard and core contents. Doing this will accommodate diverse interest and needs of learners with special needs as well community colouration. Curriculum adaptation is a modification to the delivery of instructional methods and intended goals of student performance that does not change the content but does slightly change the conceptual and cultural difficulty of contents of the curriculum. The main future of curriculum adaptation is the goal driven process.

Julka [19] noted that creating an inclusive culture in classroom will involve attending to the curriculum, which includes the components of a course of study. This entails modification of syllabus, textbook, teaching and learning resources and processes as well as assessment and evaluation procedures. If teachers in rural communities teaching both special and non-special needs want to succeed, a flexible curriculum must be adopted and this must come from the understanding of the teachers. It is important that the school should provide enabling experiences so that learners experience success in learning and achievement up to their potential. This is only possible if the teachers respond to the diversities present in an inclusive classroom through curriculum adaptations [19].

Not alone, teaching diverse students in the classroom call for good orientation of pedagogical strategies, understanding of the students and contents as well as the time to change. Generally, special education pedagogy is focused on learning and education for those students that do not benefit from traditional learning arrangements. In modern classroom, learners’ needs are diverse, complex and recognised as such [20]. Majorly, lack of understanding of the needs of students and lack of pedagogical innovation make students to risk academic failure. Therefore, in community schools in rural areas, teachers much be versed and equipped with diverse pedagogies to able to bring instructional contents to the door steps of every learners. This calls for creativity and flexibility on the part of teachers in rural communities in Nigeria. More importantly in this era of socio-digital generation, there is the need for blended approach to teaching involving digital aids methodology with traditional cum innovation to motivate learners with special needs in rural areas.

In addition, for teachers to be abreast of new teaching and learning innovation and efficacies of some interventions strategies, they need to be informed of the new development via research and constant professional development. This called research-based instructional strategies. Research-based instructional strategies are strategies that have been identified, by independent research, to be the most effective at influencing student learning outcomes and student achievement. Bolt-Lee [21] noted that the use of research-based, high-impact teaching innovations increases the probability of strong student outcomes. In a study conducted by Bolt-Lee [21] on developments in research-based instructional strategies focussing learning-centred approaches for accounting education reported that evidence-based pedagogical approaches improve instruction and learning outcomes, potentially reducing the trial and-error method of testing a strategy’s effectiveness.

The outcome of research on new innovation in learning provide springboard for application of such strategy aim at a particular learning construct in students. It must be noted that irrespective of the many changes that occur in schools, student achievement will not significantly improve until teachers consistently use and school leaders consistently promote research-based instructional strategies. Promoting good teaching and evidence based learning outcome anchors on ability of teacher to conduct investigation on current innovation in pedagogy, instructional management, classroom innovation and management and a host other techniques that will motivate students’ attention and improve learning outcome.

Furthermore, successful teaching of students with different abilities by teachers depends on the understanding and accommodation of diverse groups. Accommodation in special education can be used to describe an alteration of environment, curriculum format, or equipment that allows individuals with different abilities and strengths to gain access to contents and/or complete assigned tasks. Lovett and Lewandowski [22] defined educational accommodations as alterations made to the delivery of instruction or testing, while keeping the essential content the same. These kinds of arrangements are frequently provided for students who have been identified to have disabilities. For example, a student with attention deficit hyperactive disorders may be taken to a separate room where distraction will be limited to take test. Likewise, a child that is dyslexic may be provided with extra time for his or her reading assignment. This helps them to achieve their potentials.

For conventional teachers who will be in charge of classroom in rural community schools, the knowledge of accommodation will help them to plan curriculum and by extension their syllabuses lesson plans to accommodate diverse students in their classes. Juniar, Amang and Pawennei [23] submitted that providing reasonable accommodation and support are one of the keys to implement the right to education of all learners as mentioned in Article 24 convention on the right of persons with disabilities. Department of Education and Early Childhood Development [24] noted that accommodations can help students successfully meet curricular outcomes and, in turn, demonstrate their learning mastery.

Also, success may be difficult to achieve if teachers believes they can do alone. Teaching should be holistic and this is the reason why rural teachers must develop skills of engagement. Engaging other related professions on some issues can help teachers to deliver instructional contents adequately. The special education paraprofessional assists the teacher in general daily classroom activities, help special needs students, and cares for their physical, emotional health and safety, affirming their abilities, and striving to promote dignity in all relationships. Paraprofessionals are arguably some of the most integral people in the special education system. They observe, support and communication some identified and unique traits in the classroom which might be hidden to the teachers. The paraprofessionals in rural communities include the Psychologist, Nurse, Counsellor, Social workers and Doctor.

The health providers give advice and prescription on matters that demand health issues of students. This helps teachers to plan their instructional activities to favour different abilities and needs in the class. Also, Sullivan et al. [25] posited that school psychologists have long been recognised as highly influential in this process and in schools’ resultant decisions. Where such is available in rural communities, their services should be employed in assessment and comprehensive evaluation of both cognitive and behavioural disposition of some activities among students that be inimical to their academic achievement most especially among some hiding needs that teachers might not be able to identify because of lack competency in such area. In same vein, the help of other professionals who are related to teaching and management of school activities must be sought so as to aid meaningful instructional delivery for all categories of students in a classroom setting.

For effective curriculum management and service delivery among teachers in rural communities in Nigeria, there should cordial relations and partnership among teachers whether they are specially trained or conventional teachers. This affords them to cross fertilise ideas, share information and carry out team teaching for all different abilities groups under their care to achieve their potentials. For effectiveness in all inclusive classrooms, the traditional isolated classroom should be replaced with a more flexible structure that facilitates collaboration across school staff [26]. In this regards, teachers in rural communities must imbibe the spirit of cooperation and collaboration. This will aid effective service delivery among them.

The Individual Disabilities Education requires that consideration and adequate attention should be on least restrictive environment starting with the students’ general education class. If this will be possible, a full continuum of services must be available to all students. In this regards, teachers must be trained in team-teaching techniques. It is also important that partners plan together whether on face-to-face, online, or on the phone on a regular basis to make instructional decisions for the whole class, based on student data, and to develop and adjust meaningful, universally designed and differentiated lessons. Doing so will help the teachers in rural communities to deliver quality learning instructions to their students.

Adequate curriculum management and implementation will not be possible if learning environment remain obsolete, poor and not conducive for learning. It is therefore imperative for teachers in rural communities in Nigeria to be innovative and creative making school environment to be welcoming to the students. Teachers in rural communities can improvise by using local materials in the environment to design good learning space. Ability to achieve this depends on creativity and hard work on the part of teachers in rural communities. Usaini et al. [27] investigated influence of school environment on academic performance of secondary school students in Kuala Terengganu, Malaysia. The study found that adequate facilities as well favourable environment facilitates better performance. Hence, good environment aids learning and motivates school interest of students.

Now, the digital era has changed dimension of school activities both in rural and urban communities across the globe. Fundamentally, the traditional classroom may be unimpressive for digital native students whether in cities or rural communities. This makes it imperative for teachers in rural communities to incorporate digital learning in their curriculum. Being skilful and successful application of this cannot be possible except teachers in communities get ready for digital revolution instructional era. Haleem et al. [28] noted that one of the fundamental components of the United Nations’ sustainable development 2030 agenda is quality education which aims at ensuring inclusive and equitable quality education for all and this is consider possible through digital technologies. Technological in innovation in education is considered a tool that will make teaching easy and improve quality of instructional delivery.

5. Inclusivity in curriculum management for learners with special needs in rural communities in Nigeria: teachers’ looking forward

Countries vary widely in their laws, policies and practise of inclusive education across the globe. While inclusion in education is internationally upheld as a broad vision encompassing the right to education of all children regardless of background, national legislation largely invokes inclusive education in the context of educating children with disabilities [29]. Only five countries namely: Chile, Italy Paraquay, Luxembourg and Portugal have codified inclusion education as a system of education and only 16 countries have referred to inclusive education in their general education law [30]. Unfortunately, educational laws aim at addressing the needs of people with special needs are always marginalised and un-implementable.

In sub-Saharan Africa, out few countries that have demonstrated seriousness towards inclusive education, Nigeria cannot be regarded to have demonstrated serious commitment. While only 17 per cent of the laws in sub-Saharan Africa codify inclusive education, a full 42 per cent of the education policies promote inclusion. In 2018, the African Union adopted the milestone Protocol to the African Charter on Human and Peoples’ Rights on the Rights of Persons with Disabilities in Africa [31]. As of August 2022, only 11 of 55 member states had signed on to the Protocol and only three member states namely: Kenya, Mali, and Rwanda had ratified it. With this scenario, stakeholders must come together in addressing that may make inclusive education achievable.

Government must demonstrate commitments to provide enough funds, materials, recruiting and training and retraining of teachers on special education in order to equip them with the skills to teach and control students with special needs and disability, provide equipment and upgrade facilities in schools across the nation be it rural and urban to make teaching meaningful and motivate students interest and attendance in schools. Adeniyi et al. [32] conducted a study on determinants of successful inclusive education practise in Lagos state investigating relationship between materials and manpower and reported joint influence of the two variables in making inclusive education work. Hence, it beholds on government to see that materials and manpower needed for inclusive education practise are available in schools in rural communities. The training and retraining of teachers should aim at equipping teachers with creative thinking to be able to manage curriculum to meet the needs of learners in rural communities.

Teachers are critical stakeholders in managing curriculum implementing inclusive education whether in rural and urban communities. In this regards, they must demonstrate resilience, persevere and accommodating in managing curriculum to meet the meet of diverse learners. Teachers’ creativities and knowledge of contents in highly needed which call for constant research and in-depth study to be abreast of new innovation in teaching and learning process. UNESCO [33] noted that rethinking pedagogy for twenty-first century is as crucial as identifying the new competencies that today’s learners need to develop. To achieve this, government must strive to see that teachers are well groomed and motivated through commensurate remuneration and incentive as well as ample professional development [34]. The new skills acquired must be applied for future classroom where digital innovation is now the order of the day.

Parents as partners in the education of learners with special needs should be ready to provide information about their children, help in managing and providing local resources that will aid the adaptation and management of local resources in the areas of learning resources. Success of education depends on the collaboration of all stakeholders. Unfortunately, parents do not consider education of their children with special needs very important. For instance Adeniyi and Adeyemi [35] investigated inclusive educational practises in South-western, Nigeria reported negative attitudes by parents and government. This scenario can of course create bottle neck in the implementation of inclusive education both in urban and rural areas. It must be noted that collaboration from parents can bridge the gap that lack of provision by government can bring. The future of inclusive and management of curriculum to meet the needs of learners in rural communities lie with cooperation of parents and assistance in assisting teachers in adapting local contents in to the curriculum as innovation strategy.

6. Conclusion

Ensuring equity in education especially for students with diverse needs in rural communities in Nigeria cannot come to reality if teachers are not ready go extra mile in curriculum management for good instructional delivery. It beholds on teachers to ensure that all strategies at making learning easy for students are considered in curriculum management and implementation. Hence the way forward is active participation of government in term of funding and provision of necessary equipment, teachers’ resilience, perseverance and creative thinking cum parents’ collaboration will help students with special needs in rural communities to achieve their potentials.