Leveraging Creativity in Science Education: Inclusive Special Education’s Pathway to Self-Sufficiency among Basic School Learners in Nigeria
DOI:
https://doi.org/10.64348/zije.2026490Abstract
In Nigerian basic schools, inclusive special education often fails to promote learners’ self-sufficiency due to the dominance of non-interactive, outdated teaching methods that limit skill development and foster dependence, especially among learners with disabilities. This paper argues that integrating creativity into science education offers a transformative alternative. Through hands-on, inquiry-based activities, creative science instruction enhances critical thinking, problem-solving, and independence, equipping learners with special needs with the confidence and competencies needed for self-reliance. The study examines the challenges hindering effective implementation of inclusive special education in Nigeria, outlines strategic pathways for embedding creativity in science teaching, and discusses the educational implications for fostering self-sufficiency among basic school learners with special needs. It concludes that purposeful adoption of creative teaching methods can significantly improve learning outcomes for learners with disabilities, provided that systemic barriers are addressed to ensure equitable access to quality, needs-based education.
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