Supervision of Special Education Programmes in Government Secondary Schools in Plateau State

This study examines the supervision of special education programmes in government secondary schools in Plateau State, North Central Nigeria, assessing the frequency, quality, and impact of supervisory practices on programme effectiveness. Supervision is a critical quality assurance mechanism in education that supports teacher professional growth, ensures curriculum fidelity, and identifies systemic challenges requiring administrative attention. In the special education context, effective supervision demands supervisors with specific expertise in disability education, adaptive instruction, and related services. Using a descriptive survey design, the study samples sixty education inspectors, school administrators, and one hundred and forty special education teachers from secondary schools across three senatorial zones of Plateau State. A supervision quality checklist and a teacher satisfaction survey constitute the primary instruments. Data are analysed using descriptive statistics, t-tests, and correlation analysis. The study investigates how supervisory frequency and quality relate to teacher job performance and student educational outcomes. Findings are expected to reveal that supervision is infrequent, generalist in nature, and rarely informed by special education expertise, significantly limiting its value to the teachers being supervised. Recommendations include establishing specialist special education supervisory cadres within Plateau State's education inspection department and developing supervision guidelines tailored to inclusive and special education contexts. Keywords: supervision, special education programmes, government schools, Plateau State, quality assurance.