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This Author published in this journals
All Journal Journal of Digital Learning and Distance Education Asian Journal of Early Childhood and Elementary Education
Unegbu Lasbrey IKECHUKWU
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Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences Other

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Inclusive Instructional Design for Neurodiverse Learners Nwachukwu, Emmanuel Lucas; Chukwuma Victoria AZUKA; Calvin Ronchen WEI; Unegbu Lasbrey IKECHUKWU
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 3 No. 3 (2024): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v3i3.324

Abstract

The variations in the cognitive processes through which neurodiverse learners perceive, acquire knowledge, and engage with their surroundings are construed as inherent cognitive diversity, analogous to the biodiversity observed in the natural ecosystem. These variations are a mix of distinctive abilities and difficulties for learners. Consequently, there is a need for interventions aimed at establishing inclusive learning environments through instructional design that will help neurodivergent learners excel in learning environments. Inclusion and equity in education may remain mere statements if it fails to focus on infusing teaching with support and resources to a broad spectrum of learners which includes neurodivergent learners. Neurodiversity refers to the natural variation in human brain function and the resulting differences in how individuals learn, process information, and interact with the world. This spectrum encompasses a wide range of conditions, each with its own unique set of strengths and needs. This paper explores how instructional design can be inclusive and aligned to create a supportive learning environment for neurodiverse learners to foster equity in education. This literature-based approach adopts Vygotsky Social Constructionist Theory, which envision an inclusive model for special learners. The study concludes that by recognizing and accommodating the unique differences of these learners, adopting inclusive instructional design can help unlock the potential of neurodiverse learners and create a more inclusive learning environment.
Teachers’ Perceptions of Inadequate Outdoor Play Among Preschool Children in Aba, Abia State, Nigeria Emmanuel Lucas Nwachukwu; Nwamaka Goodness Egbue; Ijeoma VictorNwakaku; Unegbu Lasbrey Ikechukwu
Asian Journal of Early Childhood and Elementary Education Vol 4 No 2 (2026): Asian Journal of Early Childhood and Elementary Education
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ajecee.v4i2.9209

Abstract

Although outdoor play is widely recognized as essential to early childhood development, its provision in many preschool settings remains inadequate. This study examined preschool teachers’ perceptions of inadequate outdoor play provision in Aba, Abia State, Nigeria, with particular attention to its availability, developmental implications, and implementation constraints. A descriptive survey design was employed involving teachers in registered public and private preschools. Using multistage sampling based on Yamane’s formula with a 5% margin of error, 212 questionnaires were distributed, and 200 valid responses were analyzed. Data were analyzed using descriptive statistics and chi-square tests. The findings indicate that outdoor play provision remains inadequate, as reflected in limited space, restricted daily access, insufficient time allocation, and safety concerns (cluster mean = 2.26). Teachers also agreed that limited outdoor play adversely affects children’s physical activity, peer interaction, classroom behaviour, and attention regulation (cluster mean = 3.47). No significant subgroup differences were identified. These findings reveal a persistent gap between teachers’ recognition of the developmental importance of outdoor play and the structural conditions constraining its implementation. The study concludes that improving outdoor play provision requires stronger facility standards and greater reinforcement of play-based pedagogy in early childhood education settings.
Co-Authors Calvin Ronchen WEI Chukwuma Victoria AZUKA Emmanuel Lucas Nwachukwu Ijeoma VictorNwakaku Nwachukwu, Emmanuel lucas Nwamaka Goodness Egbue