Системные барьеры и многоуровневое сотрудничество в инклюзивном образовании: взгляды заинтересованных сторон из Нигерии

Мир психологии. Научно-методический журнал. 2025. № 3(122) . С. 200–211.

Абимбола О. А., Балогун А. Д.

Children with learning difficulties in Nigeria face systemic exclusion from quality education due to fragmented collaboration between educators, caregivers, and social policy developers. This study examines collaborative approaches that support children with learning difficulties and identifies systemic barriers that hinder the effectiveness of these approaches. The analysis includes 45 semi-structured interviews and focus groups with stakeholders from urban and rural areas of Nigeria (22 educators, 18 caregivers, 5 policy developers). Thematic analysis revealed emerging but inconsistent practices, undermined by resource shortages, cultural stigmatization of disability, and weak social policy implementation. The need for developing contextual strategies prioritizing cultural competence, creating resource-sharing networks, and accountability mechanisms was identified. The study proposes a conceptual framework for scaling collaboration under resource-constrained conditions.

Keywords: learning disabilities, inclusive education, stakeholder engagement, COLLABORATIVE APPROACHES, cultural stigma, community-based education, multi-stakeholders model, ТРУДНОСТИ В ОБУЧЕНИИ, ПОДХОДЫ К СОТРУДНИЧЕСТВУ, ИНКЛЮЗИВНОЕ ОБРАЗОВАНИЕ, КУЛЬТУРНАЯ СТИГМАТИЗАЦИЯ, УЧАСТИЕ ЗАИНТЕРЕСОВАННЫХ СТОРОН,, ОБРАЗОВАНИЕ НА БАЗЕ СООБЩЕСТВА, МНОГОСТОРОННИЕ МОДЕЛИ