Journal of Educational Policy and Entrepreneurial Research (JEPER). ISSN: 2408-6231 Vol.1, N0.3, November 2014. Pp 40-44 40 http://www.iiste.org/Journals/index.php/JEPER Oluka and Egbo Inclusive Education Programmes: Challenges and Roles of Guidance Counsellors Beth N. Oluka (Ph.D) 1 and John E. Egbo (Ph.D) 2 1 Dept. of Educational Foundations (Special Education), Ebonyi State University, Nigeria betholuka@yahoo.co.uk 2 Dept. of Educational Foundations (Guidance & Counselling), Ebonyi State University, Nigeria Abstract Inclusive education involves changes and modifications in content, approaches, structures and strategies, with a common vision which covers all children of the appropriate age range and a conviction that it is the responsibility of the regular system to educate all children. This aspect of education also ensures that quality education is provided for all, with respect to the diversity and the different needs and abilities, characteristics and learning expectations of the students and communities. This paper therefore, presents the challenges facing inclusive education programmes and as well discussed the roles of the Guidance Counsellors in ensuring that this aspect of education is widely accepted in Nigeria. Concepts, components and challenges of inclusive education were looked into and the roles of the guidance counsellors were provided. The paper concluded by suggesting that the guidance counsellors should guide students with special needs to develop their capacities as thinkers and make them have awareness of their capacities as thinkers; capable of developing skills, tools, attitudes to become increasingly independent as learners. It also suggested that special educators should not focus on the disability of a student rather focus on the student’s abilities. Keywords: Inclusive Education, Guidance Counselling, Learning Disabilities, Special Education Introduction The central purpose of education is to ensure that all learners gain access to knowledge, skills and information that will prepare them to contribute to communities’ development and workplaces. According to Salami (2013), inclusive education was not the norm in our schools. Many years ago, special classes were created for students with special needs. Special educators felt that if they would just teach the students separately in smaller groups, they could help them to catch up. However, the truth is that students in segregated special education classes have fallen further and further behind. Over time, it has become apparent that inclusive education is a better way to help all students succeed. According to Obani (2006), inclusive education is the most current system of providing education for children with special needs. This entails the acceptance of all children without exception or discrimination into the neighbourhood school that they should ordinarily attend. It also implies that there has to be some adoptions and modification in the regular schools in terms of administrative strategies, curriculum, learning materials, infrastructure, personnel and methods of approach in order to accommodate the special learning needs of children not with their forms of disabilities and difficulties in learning. All these according to Nkwoagba (2013) are geared towards including our children, youths and adults with special needs into their homes and the general society starting from the school.