International E-Journal of Advances in Education

Yazarlar: Orim Samuel ORİM, Uko Francesca Uche EZEKİEL

Konular:Sosyal

DOI:10.18768/ijaedu.370427

Anahtar Kelimeler:Disabilities,Prevalence,Learning,Children,Instruction

Özet: This study investigated the prevalence of specific learning   disabilities and its management among pupils in Calabar educational zone, Cross River State. It adopted survey design,400 pupils between ages 6-14 years,200 teachers were purposively sampled across 20 schools were used for the study and three instruments two were designed by the researcher (learning disability checklist-LDC and teachers ability to manage learning disabilities-TAMLD), learning disabilities assessment and diagnostic Instrument -LDADI used in learning disabilities assessment center Jos, plateau state Nigeria. LDC and LDADI were used to identify specific learning disabilitieswhile TAMLD was used to assess teachers’ ability to manage cases of learning disabilities in the classroom. All instruments were validated by experts in relevant fields. Data from thefield were analyzed using descriptive statistics. Findings indicated that there are eight sub types of specific learning disabilities are common among pupils in thesampled schools; these include dyslexia 26% (n=104), dyscalculia 18% (n=72), dysgraphia 16% (n=64), ADHD 9% (n=36), dyspraxia 15% (n=60), dysorthgraphia3% (n=12),dyspinxia 8% (n=32), and dysmusia 5% (n=20).While 35% (n=70), 31% (n=62), of the teachers have poor and fair ability in managing specific learning disabilities others have 20% (n=40) and 14% (n=28) good and excellent ability to handle these disabilities. Based on the findings it was recommended among others that teachers’ capacity should be built so that they professionally meet instructional needs of pupils with these disabilities if government policies like SDGs and Inclusion must be achieved in Nigeria.

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