PREVALENCE OF SPECIFIC LEARNING DISABILITIES AND ITS MANAGEMENT AMONG PUPILS IN CALABAR EDUCATIONAL ZONE, CROSS RIVER STATE

Orim, Samuel Orim1* and Uko, Francesca Uche Ezekiel2
1Institute of Special Education, Palacky University Olomouc,Czech Republic, Samuelorim1@gmail.com
2easyfavo@gmail.com
*Corresponding author

Abstract
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 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 disabilities while 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. Four hundred pupils and two hundred teachers were purposively used for the study. Data from the field were analyzed using descriptive statistics (pie and bar chart). Findings indicated that there are eight sub types of specific learning disabilities are common among pupils in the sampled schools; these include dyslexia 26%, dyscalculia 18%, dysgraphia 16%, ADHD 9%, dyspraxia 15%, dysorthgraphia 3%, dyspinxia 8% and dysmusia 5%. While 35%, 31% of the teachers have poor and fair ability in managing specific learning disabilities others have 20% and 14% 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.

Keywords
: disabilities, prevalence, learning, children, instruction



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CITATION: Abstracts & Proceedings of ADVED 2017 - 3rd International Conference on Advances in Education and Social Sciences, 9-11 October 2017- Istanbul, Turkey

ISBN: 978-605-82433-0-9