IMPACT OF PUBLIC EXPENDITURE AS A SOCIAL SECURITY MEASURE ON THE TEACHING AND LEARNING PERFORMANCE OF CHILDREN WITH SPECIAL NEEDS IN NIGERIA

Abstract

Children with special needs in Nigeria face a multitude of barriers that hinder their access to quality education and support services. Socioeconomic factors, such as poverty, lack of access to healthcare, and limited family resources, can significantly impact a child's ability to attend and benefit from educational programs. The study is meticulously organized by incorporating a mixed-methods research design that combines quantitative and qualitative approaches to provide a comprehensive and nuanced understanding of the subject matter. The methodology section outlines a robust sampling strategy, including purposeful and random sampling techniques, to ensure a representative and diverse range of participants. The data collection methods were surveys, interviews, document analysis, and field observations which were carefully selected to triangulate findings and ensure data richness. The data analysis involved the use of advanced statistical techniques for quantitative data and thematic analysis for qualitative data, ensuring rigor and validity in the interpretation of results. Public expenditure was found to have a significant impact on teaching and learning outcomes of children with special needs with a p- value  of  0.04 which is significant at 5% and R Square of 35% showing that Public expenditure affects the school outcomes of children with special needs by 35% while other factors affect school outcomes not captured in the model to the extent of 65%. These factors include cultural attitudes and stigma surrounding disability with some communities perpetuating harmful beliefs and practices that marginalize individuals with special needs. Infrastructural challenges pose another significant factor affecting special education in Nigeria. Many educational facilities lack the necessary physical accessibility features, assistive technologies, and specialized equipment required to accommodate students with disabilities or special needs. These infrastructural deficiencies not only limit access to education but also contribute to an environment that is not conducive to effective learning and development. The research structure of the study encompassed sections on public expenditure analysis, policy effectiveness, teaching and learning outcomes and identified barriers to the teaching and learning performance of children with special needs in Nigeria. To address these barriers the study recommended a comprehensive approach involving inclusive education through awareness campaigns, policy reforms, and collaboration among stakeholders who include government, parents, teachers, and students.