Inclusion of Students with Borderline Cognitive Impairment in Secondary Schools: Challenges and Coping Strategies

Musa Moses  Egaga; Veronica Nakanda  Effiom; Anthony Godwin  Bullem; Egan Hilary  Ejim; Miebaka  Nabiebu; Godian Patrick  Okenjom; Bernard Atrogor  Oko; Samuel Okpon  Ekaette; Maria Enemebe  Ngwu; Augustine  Akpan; Orogwu Alo  Aloysius; Mercy Egbai  Egbai; T.A.  Omang

doi:10.6000/2292-2598.2025.13.04.3

Authors

Musa Moses Egaga Department of Special Education, Faculty of Education, University of Calabar, Calabar, Nigeria
Veronica Nakanda Effiom Department of Social Science Education, Faculty of Education, University of Calabar, Calabar, Nigeria
Anthony Godwin Bullem Department of Continuing Education and Development Studies, Faculty of Education, University of Calabar, Calabar, Nigeria
Egan Hilary Ejim Department of Social Studies and Civic Education, University of Calabar, Calabar, Nigeria
Miebaka Nabiebu Department of International Law and Jurisprudence, Faculty of Law, University of Calabar, Calabar, Nigeria
Godian Patrick Okenjom Department of Educational Management, Faculty of Education, University of Calabar, Calabar, Nigeria
Bernard Atrogor Oko Department of Curriculum and Teaching, University of Calabar, Calabar, Nigeria
Samuel Okpon Ekaette Department of Educational Management, Faculty of Education, University of Calabar, Calabar, Nigeria
Maria Enemebe Ngwu Department of Guidance and Counseling, University of Calabar, Calabar, Nigeria
Augustine Akpan Institute of Public Policy and Administration (IPPA), University of Calabar, Calabar, Nigeria
Orogwu Alo Aloysius Department of Educational Management, Alex Ekwueme Federal University, Ebonyi, Nigeria
Mercy Egbai Egbai Department of Educational Management, Faculty of Education, University of Calabar, Calabar, Nigeria
T.A. Omang Department of Sociology, University of Calabar, Calabar, Nigeria

DOI:

https://doi.org/10.6000/2292-2598.2025.13.04.3

Keywords:

Inclusion, students, borderline cognitive impairment, secondary schools, challenges, coping strategies

Abstract

Background: The challenges of managing students with borderline cognitive impairment in an inclusive classroom are enormous. Therefore, there is a need for appropriate coping strategies to foster the successful inclusion of students with borderline cognitive impairment in the day-to-day classroom activities.

Aim: This study examines the challenges facing the inclusion of students with Borderline Cognitive Impairment (BCI) and the coping strategies often adopted by these students in the Ogoja Education Zone of Cross River State, Nigeria.

Method: The study adopted a descriptive survey design. One hundred and sixty-nine students with BCI in twenty (2) regular secondary schools were selected, using the purposive sampling technique. The instrument for the study was a questionnaire titled "Academic Challenges and Coping Mechanism of Students with Borderline Cognitive Impairment Questionnaire (ACCMSBCIQ 0.67).

Results: The study revealed that inclusive education for students with BCI at the secondary school level in the Ogoja Education Zone of Cross River State is hindered by a complex web of interconnected challenges. The study also revealed that students with BCI adopt several coping strategies to remain included in the secondary education program in the study area.

Recommendation: Based on the findings of the study, the researchers recommend that the government and other stakeholders should organize adequate training on the inclusion of students with BCI for all secondary school teachers in Cross River State

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