Continuing Education Needs of Special Education Teachers in Kogi State Government Schools

This study identifies the continuing education needs of special education teachers in government schools in Kogi State, North Central Nigeria, and examines the structures available to meet these needs. Continuing education for special educators encompasses formal postgraduate study, in-service training, workshop attendance, peer learning, and professional association engagement, all of which contribute to the maintenance and advancement of professional competence. In Kogi State, where special education teachers serve a varied population with limited institutional support, continuing education needs may be particularly acute but poorly addressed by existing provision. Using a descriptive survey design, the study samples one hundred and ninety special education teachers from government primary and secondary schools across the three senatorial districts of Kogi State. A Continuing Education Needs Assessment Questionnaire covering knowledge domains, instructional skills, technology competencies, and legislative awareness is administered. Descriptive statistics and factor analysis are employed to identify priority need areas and cluster teachers by need profile. The study also surveys school administrators on the continuing education support structures available to teachers. Findings are expected to identify assessment and diagnostic skills, technology for special education, and transition planning as the highest-priority continuing education domains. Recommendations include establishing an annual Kogi State Special Education In-Service Training Programme and facilitating teacher membership in the Nigerian Council for Exceptional Children. Keywords: continuing education, special education teachers, Kogi State, professional development, training needs.