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Item Supporting reading instruction through the use of assistive technological devices for students with learning disabilities(Department of Guidance and Counselling, University of Ibadan, 2018-06) Lazarus, K. U.Many students are being identifìed with learning disabilities as a result of unexpected underachievement that cannot be explained by sensory impairments, cognitive or intelectual disabilities. This condition has put teachers under pressure because they are saddled with the responsibility of providing quality education to all learners in their classrooms, including those with learning disabilities. In view of this, it is believed that the achievement of students with learning disabilities can only be maintained and/or improved by providing moderate to high levels of effort and support. A typical example of instructional support that the school can provide to students with learning disabilities is the use of assistive technological devices for reading instruction. This paper therefore, examined the different kinds of assistive technological devices that teachers of students with learning disabilities can adopt for effective teaching of reading to students. The study is anchored on the SAMR (Substitution, Augmentation, Modification, Redefinition) model of classifying the use of technology in education. It also analysed typical technology-based interventions effective for supporting reading and reading instruction of students with learning disabilities. It is recommended that to use assistive technological devices effectively for reading instruction, teachers of students with learning disabilities should understand learners’ differences, identify student specific barriers that occur during reading instruction and assessment that can be remedied through technology and adopt appropriate assistive technological tools to remove barriers in reading. Students with learning disabilities should be given proper orientation towards the use of assistive technological devices for reading to enable them adopt the devices and advocate for the use of specific technologies.Item 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.Item 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.Item Teachers’ perception of collaborative instruction for students with learning disabilities in inclusive schools in Ibadan metropolis, Nigeria(Institute of Education, University of Ibadan, onbehalf of participating West Africa Universtities and Ministries of Education, 2012) Lazarus, K. U.This study examined the perceptions of regular and special education teachers in Ibadan, Oyo State, Nigeria on collaborative instructional practic.es in inclusive schools. The descriptive research design was adopted with a total of one hundred and fifteen randomly selected teachers comprising (102 regular teachers, [88.7%], and 13 special teachers, [11.3%]). A self-designed questionnaire tagged “Perception of Collaborative Instructional Practices for Students with Learning Disabilities in Inclusive Education Setting” (PC1PSLD) [α =0.77] was utilized. Data obtained were analyzed. Using frequency counts, percentages, means, standard deviations and t -test statistics at 0.05 level of significance. Results show ed that respondents got an over all mean of 3.15 with highest mean as 4, indicating a positive perception towards ten ingredients necessary for effective collaborative practices for students with learning disabilities in inclusive schools. Likewise, the study showed that special education teachers have positive perceptions about the characteristics of three models of collaboration namely, co-teaching (overall mean =3.21); collaborative Consulting (overall mean = 2.94); and partnership with parents (overall mean = 3.23). Besides, no significant difference was found between regular and special education teachers in their perception of collaborative instructional practices for students with learning disabilities in inclusive schools (t = 0.922; df =113). It was recommended that regular and special education teachers should be exposed to continuous professional development programmes to enable them to become more skillful in teaching students with learning disabilities. Teachers were also advised to adopt co-teaching, collaborative consultation, and partnership with parents, in their classrooms for improved students' outcomes.