scholarly works
Permanent URI for this collectionhttps://repository.ui.edu.ng/handle/123456789/556
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Item Teachers knowledge and awareness of attention deficit hyperactivity disorders (ADHD) among primary school pupils with learning disabilities(2009) Adekanmi, E. T.; Lazarus, K. U.This study examined teachers’ knowledge and awareness of attention deficit hyperactivity disorders among pupils with learning disabilities in Ibadan north local government, Oyo State of Nigeria. Three hypotheses were formulated based on the variables. The study adopted an ex post- facto research method whereby the questionnaire was used to elicit responses from ninety primary school teachers that were selected through systematic sampling technique. The t-test and chi- square statistical methods were utilised in testing the three null hypotheses generated for the study at 0.05 level of significance. Findings of the study revealed that: there was no significant difference between male and female teachers' knowledge and awareness of attention deficit hyperactivity disorder. This implies that both male and female teachers used for this study had no knowledge of ADHD. Similarly both young and old teachers had no knowledge of ADHD. There is equally no significant difference between the private and public primary school pupils in their manifestation of ADHD the researchers used for the research.Item The psycho-social adjustment difficulties of students with hearing impairment school setting in Oyo State, Nigeria(2000-09) Osisanya, A.This study was designed to examine the effects of mainstreaming on the psycho- social adjustment difficulties of students with hearing impairment in integrated school settings. It also assessed the effects of hearing-impairment on the social and emotional adjustment difficulties of the affected students. The main instruments used for the study were two sets of questionnaires. Four research questions were raised and tested statistically. The sample consisted of 60 students with hearing impairment and 60 teachers from four integrated schools in Oyo Slate. The findings reveals that the students with hearing impairment attending integrated schools manifested higher adjustment difficulties than their normal hearing peers. The study also reveal that the students isolated themselves from the social and emotional demands as a result of their communication difficulties and ineffective interaction strategies.Item Verbal expressive training: an essential management technique of aphasic students in normal classroom settings(Department of Special Education, University of Ibadan, 2007-07) Osisanya, A.The paper highlights the management technique in rehabilitating the aphasic students in the normal classroom settings. It discusses the need for verbal expressive training as a viable method to facilitate success language responses and shape succeeding language behaviours with increasing complexity. The technique focuses exclusively on the utilisation modalities of a full range of tasks commensurate with the patients areas of deficits, and provides a structured context, for a successful utilisation of an increasing complex nature through assumed auditory verbal modalities. Based on the discussion, recommendation and suggestions were made.Item A comparative study of post-hospital aphasic rehabilitative techniques(Nigerian Speech and Hearing Association, 1998-06) Osisanya, A.; Oyebola, M.This study compared the performance of two categories of stroke-aphasic patients on the rehabilitative programmes exposed them to after the hospital treatment. Through a t-test statistic at the 0.05 alpha level we found significant differences in the performance of males and females, holistic and gestural rehabilitative strategies, fluent and non-fluent patients. The research findings revealed the mean values as (X = 7.3 4.5, t’obs = 6.2 :P 0.05); (X= 6.8/4.9; t’obs = 3.52; P 0.05); and (X = 6.4 /4.5; fobs = 3.40 ;P 0.05) respectively. Also, the results of the study showed that the holistic rehabilitative method performed better in the restoration of patients communicative skills. Finally, the paper gave some suggestions to be adopted in running a rewarding rehabilitative programmes.Item THE RELATIVE EFFECTIVENESS OF MODELLING AND SHAPING ON ENGLISH LANGUAGE ACHIEVEMENT OF DEAF CHILDREN(1986-11) ABOSI, O. O.The present study investigated the relative effectiveness of modelling and shaping on the English language achievement of deaf students. The study also investigated the possible effect of modelling and shaping on the subjects attitudes, and self-concept during English language sessions. The sample was a natural cluster of 45 form four secondary school Nigerian deaf students drawn from a secondary school for the deaf in Ibadan. A 3 x 3 factorial design was adopted. Four instruments namely a Special English language achievement test, an attitude scale, and a self-concept scale were used for the study. The subjects were divided randomly into three groups – the modelling, shaping and control groups. Each group comprised of five students of high, live students of average, and five students of low achievement levels. The three groups were pre and post-tested. The data obtained were analysed by the analysis of covariance and t-test, using the pre-test scores as the covariate and post-test scores as criterion. It was found that both modelling and Shaping programmes significantly improved the EngliSh language achievement of the deaf subjects (F=23.87, df=2/36, P<.01). When the modeling group was compared with the control group with the help of t-test, the modelling group was superior (t=3.13, df=28, P <.001). The shaping group was also found to be superior to the control group (t=2.88, df=28, P <.05). But there was no significant difference between the modelling and shaping programmes in improving the English language of the deaf when the two procedures were compared, although the modelling group had superior adjusted Y-mean score. The average achievement level subjects who used the modelling programme were however superior to their shaping counterparts (t=6.3, df=8, P<.001). The treatment programmes also improved the attitude of the subjects during the study, (F=4.73, df=2/36, P <.05). Although there was no significant difference between the effect of modelling and shaping programmes on the subjects attitude both collectively and at various achievement levels, the modelling high achievers were superior to the shaping high achievers (t=2.31, df=8, P <.05). When the modelling group was compared with the control group, the modelling group was superior (t=3.67, df=28, P<.001). The shaping group was also found to be superior to the control group (t=3.59, df=28, P <.001). Modelling and shaping strategies were found to have significantly influenced the self-concept of the subjects (F=7.52, df=2/36, P<.01). Further analysis showed that the modelling and shaping programmes influenced the self-concept of the subjects equally. But the modelling group was superior to the control (t=2.08, df=8, P<.05). The shaping group was also superior to the control group (t=2.08, df=8, p<. 05). Apart from the modelling low achievers who showed superiority over the shaping low achievers (t=2.96, df=8, P<.05), there was no significant difference between the various modelling achievement levels and their shaping counterparts in self-concept. These findings have important implications for the remediation of deficiencies in underachievement and poor achievement motivation.