Browsing by Author "Lazarus, K. U."

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Administrators and teachers’ perception on predictors of successful implementation of inclusive education for students with learning disabilities in Oyo state, Nigeria
(The International Association of Special Education, 2013) Lazarus, K. U.
Appraisal of instructional and leadership roles of teachers in achieving sustainable education for students with learning disabilities in Ibadan, Nigeria
(Positive Psychology Association, Nigeria with headquarters in University of Ibadan, Nigeria, 2020-06) Lazarus, K. U.
This study investigated the extent to which teachers perform the roles of instruction and leadership towards achieving sustainable education for students with learning disabilities in regular education classrooms. The descriptive research design was adopted. The sample size for the study is 143 regular and special education teachers comprising 61 males and 82 females. A self-designed questionnaire titled “Instructional and Leadership roles of Teachers Scale (r= 0.75) was used for data collection. Data were analysed using descriptive statistics of frequency distributions, percentage analysis, mean and Pearson Product Moment Correlation at 0.05 level of significance. The results showed that to a large extent, majority of the participants (93.7%, n=T34) (weighted mean =2.83 with criterion mean as > 2.50) agreed that they perform instructional roles (collaboration, differentiation of instruction, provide accommodations and individualized instruction) towards achieving sustainable education for students with learning disabilities in the regular education classrooms. It was also revealed that majority of the participants (93.7%, n=134) (weighted mean =2.87 with criterion mean as > 2.50) agreed that they perform leadership roles (such as serve as mentors to new colleagues, model a willingness to take risks and facilitate the scheduling and delivery of related services) towards achieving sustainable education for students with learning disabilities in the regular education classrooms. The result also showed that there is a significant relationship between how teachers perform instructional roles and how they perform their leadership roles as ways of achieving sustainable education for students with learning disabilities (r = 0.499, n= 143, p(0.000)<.05). Among others, the researcher recommends that more teacher commitment is required to enhance effective delivery of instructional and leadership roles by teachers in regular education school settings. Also, there should be adequate planning and implementation of individualized instruction for students with learning disabilities by special and regular education teachers.
An appraisal of the applications of cognitive learning theories in the management of students with learning disabilities
(Glory-Land Publishing Company, Ibadan, 2011-06) Lazarus, K. U.
Availability, accessibility and acceptance (3As) of advanced digital technologies among higher education students with special needs in Oyo State, Nigeria
(Department of Vocational Education, University of Uyo, Nigeria, 2018-08) Lazarus, K. U.
The world has become a global village. It is now crystal clear that life at present is different from life few decades ago. Nowadays, every society is striving for apt knowledge that can he used as panacea to solve their myriad problems. Previous studies have focused largely on the use of digital technologies among students without special needs with little consideration to students with special needs. Therefore, this paper investigated the availability, accessibility and acceptance of advanced digital technologies among higher education students with special needs in Oyo State, Nigeria. The descriptive research method was employed while the multi stage sampling procedure was used to select the sample for the study. First, purposive e sampling technique was used to select two higher education institutions that are owned by the federal government of Nigeria (one college of education and one university). Second, random sampling technique of the ballot method was used to select one hundred and forty (140) participants with special needs (those with hearing impairment were 125 and those with visual impairment were 15). Two structured questionnaires on availability, acceptance and accessibility of advanced digital technologies by higher education students with special needs were used for data collection. To guide the study, six research questions were raised and tested at 0.05 level of significance. The data was collated and analysed using the descriptive statistics of percentages, means and standard deviation. li was found that for higher education students with hearing impairment, digital technologies are poorly available and inaccessible. However, among higher education students with visual impairment, there is moderate availability, accessibility and acceptance of digital technologies. Based on the findings, it was recommended that the Nigerian government at all levels should brace up to their responsibilities and provide digital technologies for students with special needs particularly, those with hearing impairment in higher educational institutions in the country.
Basics of inclusive education for children with special needs in Nigeria
(West and Central African Associafion of Special and inclusive Education (WACAASIE) in collaboration with scholarship Publishing and Educational Consult services, Ibadan, 2012-07) Lazarus, K. U.; Ajibade, O. I.
Inclusive education policy emerged in response to the declaration on Education For All by the United Nations Educational Scientific and Cultural Organization (UNESCO) several years ago. Actually, inclusive education represents the latest attempt in the provision of placement options or alternative programmes worldwide for children with special needs. It ensures that children with special needs are educated within the regular education System, free of all forms of labelling, stigmatization and segregation. This paper discussed the basic elements existing in thriving inclusive educational settings. It also discussed the benefits of inclusive education to children with special needs, as well as the current state of inclusive education in Nigeria. It recommended that a nationwide awareness programme highlighting the benefits of inclusive education should be carried out to ensure adequate training, planning, implementation and support towards achieving Education for All in Nigeria.
Behavioural and social problems exhibited by students with learning disabilities in Ibadan North Local Government Area, Oyo State
(2014) Lazarus, K. U.; Ogunsola, G. O.
This paper investigated the perceived behavioural problems (emotional, conduct, hyperactivity/inattention), and social problems (peer relationship and pro-social difficulties) as presented by students with learning disabilities in Ibadan North Local Government Area, of Oyo State. Descriptive research design of ex-post facto type was adopted. An Adopted Strengths and Difficulties Questionnaire (SDQ) (r =0.71) was used to collect data far the study. A total of one hundred and four (104) Junior Secondary School Classes 1-3 students with learning disabilities comprising (males = 62, and females 42) with age range between ll-16years were purposively selected using the Pupils Rating Scale (r= 0.90). Percentages were used to analyse demographic Information while inferential statistics of Chi-Square was used to answer five research questions at 0.05 level of significance. The results showed that students with learning disabilities significantly perceived that emotional problems (X(2) cal=26.96, X(2) crit.=18.307 df 10, p<0.05) conduct problems (X(2) cal=62.481, X(2) crit.=18.307 df 10, p<0.05); hyperactivity/inattention problems (X(2) cal=67.865, X(2) crit.=12.59 df 6, , p<0.05); peer relationship problems (X(2) cal=54.154, X(2) crit.=12.59df 6, = P<0.05); and pro-social difficulties (X(2) cal=50.808 X(2) crit.=15.507df 8, p<0.05), are behavioural and social problems exhibited by students with learning disabilities. It was recommended that teachers of students with learning disabilities. both regular and special teachers should endeavour to understand and address behavioural and social problems of students with learning disabilities. Teachers should ensure that they do not exacerbate behavioural and social problems as these can contribute to lowered academic achievement. They should be proactive and ready to remediate these problems whenever necessary.
Comprehension monitoring strategies as determinants of achievement in reading comprehension of secondary school students with learning disabilities in Ibadan, Oyo state
(Educational Assessment and Research Network in Africa, 2019-06) Lazarus, K. U.
This study examined three comprehension monitoring strategies: rereading, clarifying concepts and vocabulary in texts and reflecting/reviewing text as determinants of achievement in reading comprehension among secondary school students with learning disabilities in Ibadan, Oyo State. The study adopted the correlation research design. Purposive sampling was used in selecting200 male and female Junior Secondary School One (JSS1) students with learning disabilities in Ibadan. Data were collected using three instruments: Pupil Rating Scale, Questionnaire on Comprehension Monitoring Strategies and Reading Comprehension Evaluative Scale. Pearson Product Moment Correlation and Multiple Regression Analysis were used to analyse the data obtained at p<0.05. The results showed that the three independent variables (rereading; clarifying concepts and vocabulary in the text; and reflecting and reviewing the text) positively correlated with the dependent variable (achievement in reading comprehension of students with learning disabilities): rereading (r= 0.574) clarifying concepts and vocabulary (r- 0.450) reflecting/reviewing (r =0.609). However, it was found that reflecting/reviewing text made the highest contribution (β=.636, t=13.312) followed by rereading with β=.390, t=6.510, while clarifying concepts and vocabulary in text had the least contribution (β =.347, t=6.561) to the explanation of students' achievement in reading comprehension. By implication, the study recommended that an increased influence of the three independent variables could predict or lead to increase in achievement in reading comprehension. On the basis of the findings, it was recommended that teachers of students with learning disabilities should encourage the students to implement the metacognitive comprehension monitoring strategies of rereading, clarifying concepts and vocabulary in text and reflecting and reviewing the text.
Comprehensive reading instruction for students with learning disabilities: implications for teachers in inclusive education classrooms
(Department of Vocational Education, Faculty of Education, University of Calabar-Nigeria, 2016-07) Lazarus, K. U.
Despite the critical role of good reading skills in the lives of all individuals, students with learning and specific reading disabilities often manifest deficits in the acquisition and use of diverse reading skills that are unexpected in relation to their age, cognitive ability, quantity and quality of instruction and intervention. This is particularly worrisome as these reading problems often go unnoticed during the primary school years. Once these students get to secondary school, their reading disabilities become more pronounced and its consequences further apparent to teachers and parents. Based on this problem, this paper discussed the need- for a comprehensive reading instruction for students with reading disabilities, the components of a comprehensive reading instruction and guidelines for a comprehensive reading instruction. Thus, it was concluded that no component of the reading skill should be downplayed. Moreover, this paper recommended among other things that teachers of students with learning and reading disabilities should conduct ongoing assessments to determine the actual nature of individual student reading disabilities. Thereafter, teachers of students with learning and reading disabilities should proceed with delivery of a balanced and comprehensive reading instruction that is guided by scientifically evidence-based procedures as discussed in this paper.
Comprehensive reading instruction for students with learning disabilities: implications for teachers in inclusive education classrooms
(Department of Vocational Education, Faculty of Education, University of Calabar-Nigeria, 2016-07) Lazarus, K. U.
Despite the critical role of good reading skills in the lives of all individuals, students with learning and specific reading disabilities often manifest deficits in the acquisition and use of diverse reading skills that are unexpected in relation to their age, cognitive ability, quantity and quality of instruction and intervention. This is particularly worrisome as these reading problems often go unnoticed during the primary school years. Once these students get to secondary school, their reading disabilities become more pronounced and its consequences further apparent to teachers and parents. Based on this problem, this paper discussed the need- for a comprehensive reading instruction for students with reading disabilities, the components of a comprehensive reading instruction and guidelines for a comprehensive reading instruction. Thus, it was concluded that no component of the reading skill should be downplayed. Moreover, this paper recommended among other things that teachers of students with learning and reading disabilities should conduct ongoing assessments to determine the actual nature of individual student reading disabilities. Thereafter, teachers of students with learning and reading disabilities should proceed with delivery of a balanced and comprehensive reading instruction that is guided by scientifically evidence-based procedures as discussed in this paper.
Educating persons with special needs in the 21st century through appropriate educational programmes for relevance and development in Nigeria
(Department of Special Education, Faculty of Education, University of Ibadan, Nigeria, 2019) Isaiah, O. O.; Lazarus, K. U.
Education is a tool for National development. The development of any nation technologically, socially, politically and economically is largely dependent on the education the citizens. Every member of each nation. notwithstanding the age, background, sensory, physical or psychological impairment, should have equal access to education in order to achieve the goal of education for all. This paper therefore, examined education as a tool for empowering persons with special needs, educating persons with special needs in the 21sl Century for relevance and development, inclusive education as appropriate educational Programme for persons with special needs, factors affecting successful implementation of inclusive education for persons with special needs and vocational/entrepreneurship education for persons with special needs. Persons with special needs should be given sense of belonging in the society by empowering them educationally and vocationally.
Education of learners with special needs
(Ecumenical Disability Advocates Network, 2016) Moronkola, O. A.; Osisanya, A.; Lazarus, K. U.; Ademokoya, J. A.
The effect of directed reading-thinking activity on achievement in reading comprehension of secondary students with learning disabilities in Lagos state, Nigeria
(2010) Lazarus, K. U.
A student’s abilitiy to read and understand written texts is one of the fundamental skills that enable students to succeed in his academics. However, far many students in Nigerian schools with learning disabilities reading comprehension is the major deficiency. This study, investigated the effectiveness of the Directed Reading Thinking Activity (DRTA) in improving reading comprehension of secondary students with learning disabilities. The study employed a pre-test, post-test, control group, quasi-experimental research design. The design utilised a 2x2x2 factorial layout. Simple random sampling technique was used to select One Hundred (100) Junior Secondary Class 2 from two junior public schools. The presence of different levels (ranging from mild to severe) of learning disabilities was the major criterion far this selection. Screening was conducted with the Myklebust Rating Scale (r = 0.76). Participants in the experimental group were exposed to five weeks of reading comprehension training using the directed reading thinking activity strategy. The control group was not treated. Three null hypotheses were formulated, while data collected were analysed using t-test statistics. The results showed that participants exposed to the directed reading thinking activity strategy performed better than their counterparts in the control group. Thus, since the directed reading thinking activity strategy was found to be superior to the conventional method.
Effects of metacognition and direct instruction on spelling abilities of pupils with learning disabilities In primary schools In Ibadan, Oyo State, Nigeria
(European Scientific Institute, 2016-01) Lazarus, K. U.; Ogunsola, G.O.
This study investigated the effects of metacognition and direct instruction on spelling abilities of pupils with learning disabilities in Ibadan, Oyo State, Nigeria. Pre-test, post -test, control group, quasi-experimental design with 3x2x2 factorial matrix was adopted. Purposive sampling technique was used to select three public primary schools in Ibadan. Sixty primary three pupils with spelling disabilities were randomly selected from the sampled schools and randomized into metacognition, direct instruction and control group. Four instruments were utilized: Pupil Rating Scale (r = 0.76), Right Word Recognition (r=0 .91), Pupils5 English Note Book and Test of Verbal Ability (r=0.96). Those who met the inclusion criteria were treated, while those in the control group received lessons in spelling instruction using the conventional method. Six hypotheses were tested at 0.05 level of significance. Data were analyzed using Analysis of Covariance. Despite the fact that there was no significant main effect of the treatment, participants who were exposed to direct instruction had the highest mean score of (x = 46.35), this was followed by metacognition (x = 44.90) while the control group obtained (x = 30.93). There was no significant gender difference as male and female participants benefited equally from the treatment packages. Based on these findings, recommendations were made which included that teachers of pupils with learning disabilities should adopt the two strategies in teaching spelling to pupils with learning disabilities because these strategies proved better than the conventional method.
Effects of self-monitoring and self-questioning strategies on comprehension of expository texts among students with learning disabilities in Ibadan
(Department of Pure and Applied Psychology, Adekunle Ajasin University, Akungba-Akoko, Nigeria, 2016-06) Lazarus, K. U.; Aransiola, M. O.
The study determined the effect of self-monitoring and self-questioning strategies on comprehension of expository texts among students with learning disabilities in Ibadan. Oyo State, Nigeria, using a pretest- posttest, control group, quasi-experimental research design with a 3 X 2 factorial matrix. Using a multi-stage sampling procedure, three secondary schools and sixty (60) students with learning disabilities were selected and assigned to two experimental groups (self- monitoring and self-questioning) and control group. The Pupil Rating Scale (r = 0.89), Expository Text Difficulty Test (r = 0.91), Reading Comprehension Test on Civic Education Expository Passages (r = 0.79) and Modified Sherer Self-efficacy scale (r = 0.82) were the instruments used for the study. Participants in the experimental group* were instruct tonally guided while those in the control group were taught with the conventional method. Three hypotheses were tested at 0.05 significant level, and data analysed, using Analysis of Covariance (ANVOCA), estimated marginal mean and Sidak post hoc test. The main effect of treatment was found to be significant (F(2.57) = 20.217; p< 0.05; η(2)= .822). In effect, participants exposed to self-monitoring strategy had the highest mean score of (x = 16.20), followed by those in self- questioning strategy group (x = 15.60), showing better performance than the control group (x = 10.30). The result also revealed that the main effect of self-efficacy is significant on comprehension of expository texts among students with learning disabilities (F(1.58) = 48.720 p <0.05,η(2) = .457). Also, the interaction effect of treatment and self-efficacy was significant (F(2.57) = 16.394; p< 0.05; η(2) = .822). This implies that self-efficacy equally played a significant role in enhancing performance of the students in expository texts. Based on these findings; useful recommendations were made: which included that teachers of students with learning disabilities should adopt self-monitoring and self-questioning strategies to teach comprehension of expository texts to students with learning disabilities.
Effects of self-monitoring and self-questioning strategies on comprehension of expository texts among students with learning disabilities in Ibadan
(Department of Pure and Applied Psychology, Adekunle Ajasin University, Akungba-Akoko, Nigeria, 2016-06) Lazarus, K. U.; Aransiola, M. O.
The study determined the effect of self-monitoring and self-questioning strategies on comprehension of expository texts among students with learning disabilities in Ibadan. Oyo State, Nigeria, using a pretest- posttest, control group, quasi-experimental research design with a 3 X 2 factorial matrix. Using a multi-stage sampling procedure, three secondary schools and sixty (60) students with learning disabilities were selected and assigned to two experimental groups (self- monitoring and self-questioning) and control group. The Pupil Rating Scale (r = 0.89), Expository Text Difficulty Test (r = 0.91), Reading Comprehension Test on Civic Education Expository Passages (r = 0.79) and Modified Sherer Self-efficacy scale (r = 0.82) were the instruments used for the study. Participants in the experimental group* were instruct tonally guided while those in the control group were taught with the conventional method. Three hypotheses were tested at 0.05 significant level, and data analysed, using Analysis of Covariance (ANVOCA), estimated marginal mean and Sidak post hoc test. The main effect of treatment was found to be significant (F(2.57) = 20.217; p< 0.05; η(2)= .822). In effect, participants exposed to self-monitoring strategy had the highest mean score of (x = 16.20), followed by those in self- questioning strategy group (x = 15.60), showing better performance than the control group (x = 10.30). The result also revealed that the main effect of self-efficacy is significant on comprehension of expository texts among students with learning disabilities (F(1.58) = 48.720 p <0.05,η(2) = .457). Also, the interaction effect of treatment and self-efficacy was significant (F(2.57) = 16.394; p< 0.05; η(2) = .822). This implies that self-efficacy equally played a significant role in enhancing performance of the students in expository texts. Based on these findings; useful recommendations were made: which included that teachers of students with learning disabilities should adopt self-monitoring and self-questioning strategies to teach comprehension of expository texts to students with learning disabilities.
Enhancing learning outcomes of students with reading disabilities in inclusive classrooms
(Department of Educational Foundations and Counselling, Obafemi Awolowo University, Ile-Ife, 2014-06) Lazarus, K. U.
This paper described potential areas of reading difficulties among students with reading disabilities in inclusive classrooms as well as three effective instructional strategies that teachers can adopt to improve the learning outcomes of their students in inclusive classrooms namely, differentiated, explicit and scaffolded instructional strategies. Differentiated instruction, allows teachers to modify content, process, and product based on variations in students' readiness, interests, and learning profiles. This strategy is useful in inclusive classrooms because it affords students the best possible learning opportunities to excel in their academics. In the case of explicit instruction, students with reading disabilities make much progress in their academics (reading, mathematics, spelling, language, written expression, Science and thinking skills) when they receive explicit, strategic teaching that enables teachers to show students what to do, why, how and when. Scaffolded instruction involves teachers providing intense support to students through modeling, guided practice, memory prompts, strategy instruction; use of graphic organizers and gradually reducing the support as students become independent learners. Given this background, it was recommended that general and special education teachers should not only differentiate instruction to meet the needs of students with reading disabilities in their classrooms but also present instruction in an explicit and scaffolded manner for improved learning outcomes.
Factors hindering the development of programmes for children with learning disabilities in Lagos state, Nigeria
(2015-07) Kanu, S. A.; Lazarus, K. U.; Ikujuni, J.A
Prevalent problems hindering the development of Services for children with learning disabilities in Lagos State, Nigeria necessitated this study. Random sampling technique was used in the selection of 226participants that comprised teachers and offìcials of the Ministry of Education in a general survey design. A 14-item questionnaire was the major instrument used in eliciting responses from the participants about factors that hinder the development of learning disabilities programmes. The data was analysed with descriptive statistics. The result showed that three factors namely; unqualifìed teachers, lack of motivation or incentives for teachers of children with learning disabilities, and scanty monitoring of special education programmes with item mean ratings of 4.62, 4.54 and 4.51 respectively, exerted the greatest negative influence towards the development of programmes for children with learning disabilities in Lagos State. Recommendations for successful development and implementation of programmes for children with learning disabilities were highlighted.
Home and school environmental factors as correlates of social adjustment of students with learning disabilities in Oyo state, Nigeria
(Nigerian School Health Association (NSHA), 2013) Lazarus, K. U.
The present study examined home and school environmental factors as correlates of social adjustment in a sample of one hundred and twenty secondary school students with learning disabilities. The multi-stage sampling procedure, purposive sampling as well as simple random sampling were adopted in the selection of study sample. The result of the study revealed home and school environments to be positively correlated with social adjustment thus, the coefficient of home environmental factors with social adjustment is .313; p= .000; the coefficient of school environmental factors with social adjustment is .402, p = .006; and the coefficient of peer interaction with sibling interaction is .288; p = .000. These findings indicated that factors in the home such as parenting styles, parents1 own past experiences as a child, stress within the family setting and sibling interactions as well as interpersonal relationships at school played significant roles in assisting students with learning disabilities in developing competency in social interactions. Both sibling and peer interaction were reported to be positively correlated with each other. As a result, both types of interpersonal relationships should be encouraged and enforced among students with learning disabilities. The study has implications for educationist sand parents as well.
Influence of teacher competences on reading comprehension achievement among students with learning disabilities in Ibadan North Local Government Area, Oyo state
(University of Calabar Press, Calabar, Nigeria, 2017-03) Lazarus, K. U.; Muritala, A.
This study investigated the relationship between teacher competences (subject mastery, teaching methodology and compliance with teaching obligations) and reading comprehension achievement of students with learning disabilities in Ibadan North Local Government Area of Oyo State, Nigeria. The study adopted a survey design. Thirty (30) Senior Secondary Class 2 students, from six schools identified as having learning disabilities in reading comprehension participated in the study. Four instruments were used in the study. These were the Learning Disability Evaluation Scale Renormed, Second Edition (LDES-R2) for screening students for learning disabilities (r =0.75), the Reading Comprehension Test (RCT) (r = 0.81), Teachers’ Competence and Performance Questionnaire (TCPQ) (r= 0.85) and the Achievement Test in Reading Comprehension (ATRC) (r = 0.70). Data collected were analyzed using the Pearson’s product moment correlation and multiple regression analysis. Two research questions and three hypotheses generated were tested at 0.05 level of significance. The results revealed that there is a significant joint relationship between reading comprehension achievement of students with learning disabilities and teacher competences in terms of teacher mastery of subject matter, teaching methodology used by teachers and compliance with teaching obligations by teachers of students with learning disabilities. When the independent variables were considered as individual variables, subject mastery (β = .353, P <.05), made the most contribution to the dependent variable, followed by teacher compliance with teaching obligations (β = .244, P>.05), and then teaching methodology (β =.236, P>.05). On the basis of these findings, recommendations were made which included that teachers of students with learning disabilities should have: adequate mastery of subject matter and up to date lesson plans. They should use a variety of appropriate teaching methods and always identify with professionals bodies in the field of special needs education as they comply with teaching obligations.
Influence of teacher competences on reading comprehension achievement among students with learning disabilities in Ibadan North Local Government Area, Oyo state
(University of Calabar Press, Calabar - Nigeria, 2017-03) Lazarus, K. U.; Muritala, A.
This study investigated the relationship between teacher competences (subject mastery, teaching methodology and compliance with teaching obligations) and reading comprehension achievement of students with learning disabilities in Ibadan North Local Government Area of Oyo State, Nigeria. The study adopted a survey design. Thirty (30) Senior Secondary Class 2 students, from six schools identified as having learning disabilities in reading comprehension participated in the study. Four instruments were used in the study. These were the Learning Disability Evaluation Scale Renormed, Second Edition (LDES-R2) for screening students for learning disabilities (r =0.75), the Reading Comprehension Test (RCT) (r = 0.81), Teachers’ Competence and Performance Questionnaire (TCPQ) (r= 0.85) and the Achievement Test in Reading Comprehension (ATRC) (r = 0.70). Data collected were analyzed using the Pearson’s product moment correlation and multiple regression analysis. Two research questions and three hypotheses generated were tested at 0.05 level of significance. The results revealed that there is a significant joint relationship between reading comprehension achievement of students with learning disabilities and teacher competences in terms of teacher mastery of subject matter, teaching methodology used by teachers and compliance with teaching obligations by teachers of students with learning disabilities. When the independent variables were considered as individual variables, subject mastery (β = .353, P <.05), made the most contribution to the dependent variable, followed by teacher compliance with teaching obligations (β = .244, P>.05), and then teaching methodology (β =.236, P>.05). On the basis of these findings, recommendations were made which included that teachers of students with learning disabilities should have: adequate mastery of subject matter and up to date lesson plans. They should use a variety of appropriate teaching methods and always identify with professionals bodies in the field of special needs education as they comply with teaching obligations.