THE ROLE OF ENGLISH EDUCATION IN ADVANCING INCLUSIVE LEARNING: A STUDY OF COLLEGES OF EDUCATION IN OGUN STATE

Abstract

The paper assessed the role of English education in promoting the ideal principles of inclusive learning among students of Colleges of Education in Ogun State. The study adopted a descriptive survey research design. The population comprised all students of Colleges of Education in Ogun State. A simple random sampling technique was used to select students across all three levels in the institutions, with fifty (50) students randomly chosen from each level, making a total of one hundred and fifty (150) respondents for the study. A self-developed questionnaire, designed in a closed-ended format (Agree or Disagree), was used as the instrument for data collection. The instrument was reviewed by experts who affirmed its validity. Its reliability was determined using Cronbach's Alpha, with a coefficient of 0.62, which was deemed sufficiently reliable for the study. Data collected were analyzed using simple percentage, mean, and standard deviation. Findings revealed that English education is essential for academic advancement; however, its effectiveness in fostering inclusiveness is hindered by challenges such as inadequate teacher training, large class sizes, limited instructional time, and a lack of inclusive teaching materials. Nonetheless, the study also highlighted promising opportunities-particularly the willingness of teachers to adopt more inclusive strategies if given the necessary support. It is therefore recommended that educational stakeholders implement targeted interventions such as professional development, curriculum reform, and improved classroom resources to ensure that English education truly reflects the principles of equity, accessibility, and participation for all learners. Additionally, the Ogun State Ministry of Education should organize regular training workshops for English teachers on inclusive teaching strategies to enhance their competence in addressing diverse learner needs.