PREVALENCE OF SPECIFIC LEARNING DISABILITIES AND ITS MANAGEMENT AMONG PUPILS IN CALABAR EDUCATIONAL ZONE, CROSS RIVER STATE

Orim Samuel ORİM; Uko Francesca Uche EZEKİEL

doi:https://doi.org/10.18768/ijaedu.370427

Makale detayları

PREVALENCE OF SPECIFIC LEARNING DISABILITIES AND ITS MANAGEMENT AMONG PUPILS IN CALABAR EDUCATIONAL ZONE, CROSS RIVER STATE

Yazarlar:

Orim Samuel ORİM | Uko Francesca Uche EZEKİEL

Ana Başlıklar:

Sosyoloji & antropoloji

Dergi:

IJAEDU- International E-Journal of Advances in Education 2017 Vol.3 Issue 9, pp.587-596

Belge Tipi:

Makale

Yayın Tarihi:

12/2017

Belge Dili:

Türkçe

Document ID (Org No.):

2000470863

DOI:

https://doi.org/10.18768/ijaedu.370427

Özet:

 


This study investigated the prevalence of
specific learning   disabilities and its
management among pupils in Calabar educational zone, Cross River State. It
adopted survey design,400 pupils between ages 6-14 years,200 teachers were
purposively sampled across 20 schools were used for the study and three
instruments two were designed by the researcher (learning disability
checklist-LDC and teachers ability to manage learning disabilities-TAMLD),
learning disabilities assessment and diagnostic Instrument -LDADI used in
learning disabilities assessment center Jos, plateau state Nigeria. LDC and
LDADI were used to identify specific learning disabilitieswhile TAMLD was used
to assess teachers’ ability to manage cases of learning disabilities in the
classroom. All instruments were validated by experts in relevant fields. Data
from thefield were analyzed using descriptive statistics. Findings indicated
that there are eight sub types of specific learning disabilities are common
among pupils in thesampled schools; these include dyslexia 26% (n=104),
dyscalculia 18% (n=72), dysgraphia 16% (n=64), ADHD 9% (n=36), dyspraxia 15%
(n=60), dysorthgraphia3% (n=12),dyspinxia 8% (n=32), and dysmusia 5%
(n=20).While 35% (n=70), 31% (n=62), of the teachers have poor and fair ability
in managing specific learning disabilities others have 20% (n=40) and 14%
(n=28) good and excellent ability to handle these disabilities. Based on the
findings it was recommended among others that teachers’ capacity should be built
so that they professionally meet instructional needs of pupils with these
disabilities if government policies like SDGs and Inclusion must be achieved in
Nigeria.

.

Makale detayları

PREVALENCE OF SPECIFIC LEARNING DISABILITIES AND ITS MANAGEMENT AMONG PUPILS IN CALABAR EDUCATIONAL ZONE, CROSS RIVER STATE

Yazarlar: Orim Samuel ORİM | Uko Francesca Uche EZEKİEL

Ana Başlıklar: Sosyoloji & antropoloji

Dergi: IJAEDU- International E-Journal of Advances in Education 2017 Vol.3 Issue 9, pp.587-596

Belge Tipi: Makale

Yayın Tarihi: 12/2017

Belge Dili: Türkçe

Document ID (Org No.): 2000470863

DOI: https://doi.org/10.18768/ijaedu.370427

Sayı

Yazarlar:

Orim Samuel ORİM | Uko Francesca Uche EZEKİEL

Ana Başlıklar:

Sosyoloji & antropoloji

Dergi:

IJAEDU- International E-Journal of Advances in Education 2017 Vol.3 Issue 9, pp.587-596

Belge Tipi:

Makale

Yayın Tarihi:

12/2017

Belge Dili:

Türkçe

Document ID (Org No.):

2000470863

DOI:

https://doi.org/10.18768/ijaedu.370427