scholarly works
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Item Childhood apraxia of speech: concept, diagnosis and intervention techniques(JOHN ARCHERS (PUBLISHERS) LTD., 2023) Akanni, A. E.Item Emerging trends in audiologie tinnitus management(JOHN ARCHERS (PUBLISHERS) LTD., 2023) Osisanya, A.Item Therapeutic interventions for the management of social communication disorders among school-aged children(2022-05) Adesokan, A. E.; Osisanya, A.All over the world, social communication and interaction are fundamental aspects of everyday life. From infancy, humans are social beings, gazing at other people and turning towards voices, grasp a finger and even smiles. For social relationship to become possible there is a need to take into consideration the thoughts and feelings of another person. Essentially, it is the understanding that others' thought is different from one's thought that makes social interaction possible. However, some children experience difficulties with successful social communication and this inability or deficit is termed social communication disorder (SCD). This impaired social language use creates communication difficulties, thereby causing significant impact on academic, adaptive and psychosocial functioning. Additionally, children with SCD has been under identified over time due to its co-occurrence with other conditions which leads to wrong diagnosis, inappropriate therapeutic considerations and non-effective communication as well as poor interpersonal relationship. Thus, this paper, focuses on the causes, incidence, assessment, impact and therapeutic interventions of social communication disorder.Item EFFECTS OF GUIDED DISCOVERY AND MODEL-LEAD-TEST STRATEGIES ON QUANTITATIVE REASONING SKILLS OF PUPILS WITH LEARNING DISABILITIES IN UYO, NIGERIA(2023-03) OKO, D.E.Quantitative Reasoning Skills (QRS), the ability to apply basic mathematical skills to solve practical life situations, are essential for successful schooling and survival in the society. However, many Pupils with Learning Disabilities (PwLD) in Uyo, Nigeria have low QRS, which partly accounts for their poor performance in mathematics and other life vocations. Previous studies concentrated more on the problem of teaching reading and development of strategies for improving reading skills among PwLD than on intervention to improve their QRS. This study, therefore, was carried out to determine the effect of Guided Discovery Strategy (GDS) and Model-Lead-Test Strategy (MLTS) on QRS of PwLD in Uyo, Nigeria. The moderating effects of gender and mathematics anxiety were also examined. The study was anchored on information Processing Theory, while the pretest-posttest control group quasi-experimental design, with a 3x2x3 factorial matrix was adopted. The multi-stage sampling procedure was used. Three Local Government Areas (LGAs) were randomly selected from the nine in Uyo, while three primary schools with high student enrolment were purposively selected (one from each LGA). Initial screening involved teacher nomination of underachieving primary five pupils in the classroom. Sixty PwLDs were selected after further screening using the Slosson Intelligence Test and the Pupil Rating Scale. The schools were randomly assigned to GDS (20), MLTS (20), and Control (20) groups. The instruments used were Slosson Intelligence Test (r=0.74), Pupils Rating scale (0.90), Mathematics Anxiety Scale for Children (r=0.92), Quantitative Reasoning Deficit Scale (r=0.88) and Quantitative Reasoning Achievement Test (r=0.75). Data were subjected to descriptive statistics, Analysis of covariance, and Scheffe Post-hoc test at 0.05 level of significance. The majority of the participants (57.0%) were female, and 62.0% had high mathematics anxiety. There was a significant main effect of treatment on QRSs (F(2;47)=17.67; partial =0.43). The participants exposed to GDS obtained the highest mean score (49.86), followed by those in MLTS (44.41) and those in the control group (32.05). There was a significant main effect of gender on QRSs (F(2;47)=9.34; partial = 0.00) in favour of males in GDS. There was a significant main effect of mathematics anxiety on QRSs (F(2;47)=7.97; partial =0.02). The participants with low mathematics anxiety had a higher mean score (39.62) than those with high mathematics anxiety (28.21). There was a significant interaction effect of treatment and mathematics anxiety on QRSs (F(2;47)=8.84; partial =0.08). The interaction effect of treatment and gender; gender and mathematics anxiety as well as the three way interaction effects were not significant. Guided discovery strategy, more than model-lead-test strategy, enhanced quantitative reasoning skills of pupils with learning disabilities in Uyo, Nigeria particularly among those with low mathematics anxiety. These strategies should be adopted by teachers in order to enhance quantitative reasoning skills of pupils with learning disabilities.Item SOCIO-PERSONAL FACTORS AS PREDICTORS OF PSYCHOLOGICAL WELL-BEING OF PUPILS WITH MILD INTELLECTUAL DISABILITY IN THE SOUTH-WEST, NIGERIA(2023-06) ENWEREOYE, O. N.Psychological well-being, a core feature of mental health that describes an individual’s emotional state, is an indication for good quality of life. Reports show that many pupils with mild intellectual disability in the south-west, Nigeria usually experience deficits in psychological well-being. Previous studies focused more on the acquisition of functional academic and adaptive skills of Pupils with Mild Intellectual Disability (PsMID) than on socio-personal factors (self-esteem, social competence, loneliness and aggression) influencing their psychological well-being. This study, therefore, was carried out to investigate the socio-personal factors (self-esteem, social competence, loneliness, home background, depression, aggression and anxiety) as predictors of psychological well-being of pupils with mild intellectual disability in the South-west, Nigeria. Ryff’s Psychological Well-being and Vygotsky’s Socio-cultural theories provided the framework, while the study adopted the descriptive design of the correlational type. The multi-stage sampling procedure was used. The six states in the south-west, Nigeria were enumerated. The purposive sampling technique was adopted to select 28 government-owned primary special schools within the six states. Based on the Slosson Intelligence Test-Revised, 350 PsMID with intelligence quotient of 52-68 were selected. The instruments used were Slosson Intelligence Test-Revised (r=0.86), Home Background Questionnaire (r=0.75), Self-esteem (r=0.75), Social Competence (r=0.90), Loneliness (r=0.83), Depression (r=0.75), Aggression (r=0.72), Anxiety (r=0.87) and Psychological Well-being (r=0.75) rating scales. Data were analysed using descriptive statistics, Pearson product moment correlation and Multiple regression at 0.05 level of significance. The respondents’ age was 14.48±3.43 years, and 53.4% were male. The respondents’ states of residence were Oyo (38.9%); Osun (20.3%); Lagos (18.9%); Ogun (8.0%); Ekiti (7.1%) and Ondo (6.9%). The respondents’ levels of aggression (x ̅=2.57) and self-esteem (x ̅=2.55) were high against the threshold of 2.50, as well as their levels of anxiety (x ̅=1.97) and social competence (x ̅=2.20) against the threshold of 1.50 respectively; while their levels of loneliness (x ̅ =2.43) and depression (x ̅=2.31), were low against the threshold of 2.50. Social competence (r = 0.23) had a significant positive relationship, while loneliness (r = -0.18) had a significant negative relationship with psychological well-being of PsMID. There was a significant joint contribution of the independent variables (self-esteem, social competence, loneliness, home background, depression, aggression and anxiety) to the psychological well-being of PsMID (F (7; 342) = 4.85; Adj. R2 = 0.072), accounting for 7.2% of its variance. Social competence (β=0.22), loneliness (β= -0.17), and aggression (β=0.12) had significant contributions to the prediction of psychological well-being of PsMID. Social competence positively influenced the psychological well-being of pupils with mild intellectual disability in the south-west, Nigeria, while loneliness negatively influenced their psychological well-being. Special educators, caregivers, parents and school administrators should pay attention to these factors to ensure optimal psychological well-being among pupils with mild intellectual disability.Item PSYCHO-SOCIAL FACTORS AS PREDICTORS OF SCHOOL ADJUSTMENT AMONG SECONDARY SCHOOL STUDENTS WITH VISUAL IMPAIRMENT IN SOUTHEASTERN NIGERIA(2024-04) EJIMANYA, E. E.School adjustment is a veritable means of enhancing school engagement and academic achievement. However, Students with Visual Impairment (SwVI) in secondary schools find it difficult to cope with the demands of the school environment with complexities, such as multiple classrooms, un-adapted curriculum and lack of appropriate assistive technologies. As a result, many SwVI have to contend with poor academic achievement due to poor school adjustment. Previous studies have focused more on teaching strategies for improving academic performance and social adjustment with little attention paid to the influence of psycho-social factors on school adjustment among SwVI. This study, therefore, was designed to examine how self-concept, emotional intelligence, peer relationship, teacher-student relationship, self-efficacy and gender are implicated in the school adjustment of SwVI in southeastern Nigeria. The Lev Vygotsky’s Social Development and Bandura’s Social Learning theories provided the framework, while the survey design of correlational type was adopted. The 13 special junior and senior secondary schools (public and private), with educational facilities for SwVI in the five states of Southeastern Nigeria (Abia-3), (Anambra-5), (Ebonyi-1), (Enugu-3) and Imo (1) were enumerated. A screening conducted using the Snellen Chart revealed that there were 120 SwVI in the special secondary schools. Ninety six SwVI who consented to participating in the study were purposively selected. The instruments used were School Adjustment (r=0.82), Self-concept (r=0.80), Emotional Intelligence (r=0.80), Peer Relationship (r=0.79), Teacher-student Relationship (r=0.81) and Self-efficacy (rN=0.85) scales. Data were analysed using descriptive statistics, Pearson’s product moment correlation, multiple regression and t-test at 0.05 level of significance. The respondents’ age was 17.00±3.20 years, 61.5% were male, while 58.4% were in junior secondary school. The SwVI were from middle socio-economic families (65.6%), those with moderate visual impairments (51.0%) and those with acquired onset impairment (63.5%). The SwVI level of school adjustment was high 2.65 against a norm of 2.50. Peer relationship (r = 0.58), teacher-student relationship (r = 0.55) self-concept (r = 0.49), self-efficacy (r = 0.44) positively correlated with school adjustment but emotional intelligence did not. The predictor variables had a joint prediction on school adjustment (F(5,90) = 14.39; Adj. R2 = 14.0); accounting for 14.0% of its variance. The peer relationship (β = 0.27), teacher-student relationship (β = 0.25), self-concept (β = 0.23), emotional intelligence (β = 0.16) and self-efficacy (β = 0.13) had relative contributions to school adjustment, while emotional intelligence and self-efficacy did not. There was no gender difference in the school adjustment of male and female SwVI. Peer relationship, teacher-student relationship, self-concept and self-efficacy influenced school adjustment of students with visual impairment in secondary schools in Southeastern Nigeria. Therefore, teachers and parents should pay close attention to these factors to ensure effective school adjustment among students with visual impairment.Item BRAILLE AND DIGITAL AUDIO-SUPPORTED READING TECHNIQUES AND ACHIEVEMENT IN ENGLISH LANGUAGE COMPREHENSION AMONG STUDENTS WITH VISUAL IMPAIRMENT IN IMO STATE, NIGERIA(2023-01) EGWIM, G.Students with Visual Impairment (SVI) experience difficulties with sight-related activities and this hinders them from acquiring functional life skills like reading, which are important for success in academics and life in general. Reports have shown that many SVI in Imo State exhibit low achievement in English language comprehension. Previous studies have focused largely on provision, and the use of assistive technology as well as mobility training for SVI with little emphasis on interventions using braille and digital audio supported reading techniques for improving their reading comprehension skills. This study, therefore, was designed to determine the effects of Braille Reading (BR) and Digital Audio-supported Reading (DAsR) techniques on achievement in English language comprehension among SVI in Imo State, Nigeria. The moderating effects of onset of visual impairment and Emotional Intelligence (EI) were also examined. The study was anchored to Lev Vygotsky's Socio-cultural Theory, while a pretest-posttest, control group quasi-experimental design with a 3x2x2 factorial matrix was adopted. Three integrated public secondary schools (Boys’ Secondary School, Aboh, BSA; Girls’ Secondary School, Orlu, GSO; and Government Secondary School, Owerri, GSSO), were purposively selected. A screening conducted using the Snellen Chart revealed that there were only 17 SVI in the three integrated schools. All the 17 SVI were enumerated across the schools: BSA (8), GSO (5) and GSSO (4). The schools were randomly assigned to BR (8), DAsR (5) and control (4) groups. The instruments used were Bar-On Emotional Quotient Inventory (r=0.78), Achievement in English Language Comprehension Test (r=0.79) and instructional guides. The treatment lasted eight weeks. Data were analyzed using descriptive statistics, Analysis of covariance and Scheffe post-hoc test at 0.05 level of significance. The participants’ age was 16.35 ± 1.12 years, while 59.0% acquired visual impairment after birth. There was a significant main effect of treatment on achievement in English language comprehension among the participants (F (1.7) =3.21, partial = 0.39). Participants exposed to BR had the highest post mean achievement score in English language comprehension (53.06), followed by those in DAsR (45.34) and control (39.16) groups. Onset of visual impairment had no significant main effect on achievement in English language comprehension of the participants. The EI had no significant main effect on the achievement in English language comprehension of the participants. Treatment and onset of visual impairment had significant interaction effect on the achievement in English language comprehension of the participants (F (1,7) = 3.41, partial = 0.17). The two-way and three-way interaction effects of treatment and onset of visual impairment, treatment and EI, treatment, onset of visual impairment and EI, respectively were not significant on achievement in English language comprehension of the participants. Braille reading more than Digital audio-supported reading enhanced achievement in English language comprehension among students with visual impairment in Imo State, Nigeria. Special Educators should use both reading techniques in teaching students with visual impairment to enhance their achievement in English language comprehension.Item The challenge of implementing inclusive education for children with hearing impairment in Nigeria(2012-07) Isaiah, O. O.; Aderibigbe, S. A.This paper examined the concept of inclusive education, the characteristics of children with hearing impairment, benefits and the challenges of inclusive education. The authors identified some findings that highlighted the problems facing inclusive education in developing countries The paper finally focused on factors that could enhance the successful implementation of inclusive education especially in developing countries like Nigeria.Item Social support and counselling as determinants of quality of life among secondary school adolescents with hearing impairment in Ibadan, Oyo State, Nigeria(John Archers (Publishers) LTD., 2023) Isaiah, O. O.; Amaize, S. O.Adolescents with hearing impairment experience grievous psychological and emotional problems due to their hearing defect, culminating in their poor quality of life. Earlier studies in this direction have not done much. This study, therefore, examined the influence of social support and counselling on the quality of life among secondary school adolescents with hearing impairment in Ibadan, utilising the descriptive survey research design of correlational type for carrying out the study, while the purposive sampling technique was used to select sixty (60) respondents. The instruments used were structured questionnaire tagged ‘Social Support and Counselling Questionnaire (r = 0.64) and Students with Hearing Impairment Quality of Life Questionnaire (0.86) while four research questions were answered. Data were analysed using descriptive statistics, Pearson Product Moment Correlation, Multiple Regression Analysis. Social support (r = 906*, p <0.05) and counselling (r = 368*, p < 0.05) were positively correlated with the quality of life of adolescents with hearing impairment. Social support and counselling predicted improved quality of life of adolescents with hearing impairment (F(2 57) = 226.583, p < 0.05) and accounted for about 89% of the total variance to the dependent variable. The relative contributions of the independent variables to the quality of life of adolescents with hearing impairment are as follows: social support (b = 0.874), and counselling (b = 0.261). Social support and counselling are important factors that influence the quality of life of adolescents with hearing impairment. Therefore, parents, teachers, government at all levels and other relevant stakeholders are enjoined to ensure adequate provision of social support and counselling to improve the quality of life of adolescents with hearing impairment.Item Influence of knowledge on practice of deaf culture among students with hearing impairment in the South-west, Nigeria(Department of Social Work, University of Ibadan, Nigeria, 2022-06) Isaiah, O. O.; Mohammed, O. A.The study examined the level of knowledge about the practice of deaf culture of students with hearing impairment in the South-West, Nigeria. The study adopted the descriptive survey research design. A purposive sampling technique was used to select 673 students with hearing impairment in 12 integrated schools in six states of the South-West. A self-designed instrument tagged “Test of Knowledge of Students with Hearing Impairment on Deaf Culture ”(r=0.73) was used for data collection. Data collected were analysed using descriptive statistics of frequency count and percentage and inferential statistics of t-test. The findings of the study revealed that students with hearing impairment have a fair knowledge of deaf culture (1.61). It was also revealed that there was a significant difference between the level of knowledge about the deaf culture of students with hearing impairment with deaf parents and those with hearing parents (t=3.83; df=671). There was a significant difference between knowledge about deaf culture among students with pre-lingua! and those with post- lingual hearing loss (1=6.94: df=671). There was also a significant difference between the level of knowledge about deaf culture of male and female students with hearing impairment (t=3.94). Knowledge about deaf culture was greatly determined by parents’ hearing status, the onset of hearing impairment and students’ gender. There is an urgent need to incorporate deaf culture into the educational system in the integrated secondary schools to meet the cultural, social and linguistic needs of students with hearing impairment.