Abstract

The study examined the effectiveness of parenting and inclusive teacher education for persons with special needs for sustainable development in Lagos state. This study employed descriptive survey research design where questionnaire was used to acquire necessary data for the research work. Population comprises of Parents and Teachers of Secondary School in Lagos State. Simple random sampling technique was used to select one hundred (100) respondents from Secondary School in Lagos State as sample for study. Two (2) research questions were raised and answered in this study. Reliability of the instrument was determined using Cronbach Alpha and data collected was analyzed using simple percentage. The research findings revealed that parenting and inclusive teacher education has come to stay and the sooner it is well implemented in Nigeria the better policy formulation is very easy, but its implementation is always elusive. Therefore, parents and teachers in both regular and special schools are the pivot in the system. When parents and teachers are adequate prepared and work together, the sustainability of the programme will be ensured because there would be able to address the numerous challenges facing students with special needs. Therefore, it is recommended that parent should be able to take the primary responsibility of teaching their children at home, teachers for both government and private should update their knowledge in the field of inclusive education, this will go along way making them more relevant and there are needs for availability of manpower, funding and adequate instructional materials is necessary as it will ginger or motivate teachers and the learners within the system.