Abstract
Innovations in teaching and learning have become central to global education reforms aimed at fostering inclusive, equitable, and quality education for all. In developing nations such as Nigeria, the integration of these innovations is crucial for the effective implementation of inclusive education policies, particularly in public secondary schools where learner diversity is pronounced. This study examined the assessment of innovations in teaching and learning and their effectiveness in the implementation of inclusive education policy in public secondary schools in Anambra State. Guided by two research questions, the study employed a descriptive survey design, targeting a population of teachers and administrators across selected schools in the state. A sample size of 450 respondents (School Administrators and Teachers) was drawn through a multi-stage sampling technique, and the main instrument for data collection was a structured questionnaire titled ‘Innovations and Inclusive Education Assessment Questionnaire (IIEAQ)’. Content and face validation of the instrument was done through the inputs of three experts in the fields of Educational Measurement and Evaluation, Special Needs Education, and Curriculum Studies from recognized Nigerian universities. Cronbach’s Alpha reliability test was conducted to arrive a suitable reliability coefficient of 0.83. The researcher, together with five research assistants collected relevant data for the study. The basic statistical tools employed to summarize the analysis were frequency tables and Mean rating. Findings revealed that innovations in teaching and learning are being moderately implemented in public secondary schools in Anambra State to support inclusive education. The study also found that the application of innovations in teaching-learning process is moderately enhancing the implementation of inclusive education policies in public secondary schools in Anambra State. It was concluded that the effective implementation of inclusive education policies is contingent upon the consistent application of innovative teaching and learning strategies supported by appropriate resources and teacher capacity-building. The study recommends increased government investment in teacher professional development and inclusive learning infrastructure to bridge the implementation gap and promote equity in education.