DEPARTMENT OF SPECIAL EDUCATION

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Author: search.filters.author.Adewunmi, A.

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    Evidence-based interventions of dichotic listening training, compensatory strategies and combined therapies in managing pupils with auditory processing disorders
    (Taylor and Francis, 2017) Osisanya, A.; Adewunmi, A.
    The need to develop a measure of managing children with a single profile of auditory processing disorders (APDs), and differentiate between true and artefactual improvements necessitated the study. The study also sought to determine the efficacy of interventions – both single and combined on APD, against no-treatment. Design: A randomised controlled trial of interventions (RCT) was adopted. Participants were randomly allocated to each of the intervention groups or the no intervention group. The 10 weeks intervention included 45 minutes three times a week therapeutic intervention on listening with noise and sound localisation ability in the home and school environments. Study sample: 80 pupils (7–11 years) with a single profile of APD participated in the study. Results: Treatments were effective on the cocktail party and sound localisation. The best result was realised with the combined therapy (CT), and there was no significant difference in performance in the remaining treatment groups. Conclusion: The intervention groups were beneficial to pupils with APD and should be adopted by clinicians.
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    Manifestations of dyslexia and dyscalculia
    (2013) Osisanya, A.; Lazarus, K.; Adewunmi, A.
    This study examined the prevalence of dyslexia and dyscalculia among persons with academic deficits in English Language and Mathematics in public primary schools in Ibadan metropolis. A correlational survey study, sampling 477 pupils who were between the ages of eight and 12 years, and in 4th and 5th grades with the use of four research instruments- the Myklebust Pupil Rating Scale (MPRS), the Slosson Intelligence Test- Revised Third Edition (SIT-R3), the Test of Pupil Reading Abilities Test (TPRA) and the Mathematical Abilities Test (MAT) was adopted. It was discovered that dyslexia and dyscalculia were prevalent among pupils with academic deficits in English Language and Mathematics, and that pupils with both dyslexia and dyscalculia are in the larger percentage.- It was also discovered that learning disabilities, dyslexia and dyscalculia were not peculiar to any gender. Persons with academic deficits in English language and mathematics should be screened for either dyslexia or dyscalculia, even both. Also, they should be taught according to a carefully developed Individualized Education Plan
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    Effective management of students with auditory processing disorders (APD) in the classroom setting: essential hints for the teachers and school administrators
    (Faculty of Education, University of Ibadan, 2015) Osisanya, A.; Adewunmi, A.
    Auditory Processing Disorder (APD) as an auditory impairment impacts on the functional listening abilities of persons with it. For instance, persons with APD usually have difficulty localising sounds, mishear auditory information, and take longer to respond to, and process auditory information, leading ultimately to challenging learning situations- both for the student and the teacher. Strategies of managing students with APD are adequately discussed, with management tips for teachers and suggestions for the school administrators.