DOI: 10.36344/ccijhss.2021.v07i10.004

Pages: 194-200

This study investigated the relationship between teachers’ instructional skills and effective implementation of inclusive classroom practice in Akwa Ibom State. Four null hypotheses were postulated to guide the study. Correlational research design was employed and used for this study. The population of the study consisted of all 845 teachers in all the Special Education Centres in Akwa Ibom State which undergo inclusive education practice. Simple random sampling technique was used to select a sample size of 412 teachers. Teachers’ Instructional Skills and Implementation of Inclusive Classroom Practice Questionnaire` (TISIICPQ) was used as the instrument for the study. The instrument validity and reliability was determined. Cronbach’s Alpha statistics was used to determined reliability coefficient which yielded reliability indices of.73, 71,.80,.88 and .70 respectively. Pearson Product Moment Correlation (PPMC) was used in testing the hypotheses by comparing it with the critical-r-value at 0.05 level of significance. The findings revealed a significant relationship between teachers’ instructional skills and effective implementation of inclusive classroom practice in Akwa Ibom State. Based on the findings of the study, it was recommended among others that teachers should be trained on the rudiments of effective communication. This will make them avoid the use of one –way communication. School administrators should work hard to ensure that teachers are prepared in various ways of classroom management.