School Library Resources for Inclusive Online English Language learning: Teachers’ perspectives about differentiating instruction in the context of English as Second Language

Abstract In an inclusive education setting, learners with and without disabilities are guided to study in the same classrooms with adaptable facilities and equipments. With this arrangement in place, assistive technology becomes an absolute requirement, and the school library is a medium for providing and using inclusive resources. In the current education system where online learning is speedily overtaking face-to-face learning modalities, school Library resources are indispensable for the effective inclusion of all learners through differentiated instruction. Such is critically essential for English language learning, especially in Nigeria, where English is learned as a Second Language. However, little is known about the perspectives of English Language teachers on the availability and use of online school library resources for differentiating English Language instruction to include all learners. This qualitative study investigated how English language teachers view school library resources for online English language learning and their perspectives about differentiating English language instruction using online library resources. Interview data were collected from 15 practicing English teachers in Government Secondary schools in Enugu State, Nigeria. Results showed that English Language teachers are unaware of using technology and online resources in their classrooms, especially for differentiated instruction. Challenges identified were lack of skills, unavailability of resources, poor access, and poor attitudes. Conclusions were drawn based on the findings. It is recommended that school librarians be cautious about the needs and preferences of English Language teachers and learners and provide appropriate online library resources to meet their needs

In-school transition challenges among primary school learners with autism spectrum disorders in South Africa: Parents and teachers' perspectives

Successful school transition is a basis for career development and eventual overall adult educational and socio-economic outcomes. Transitioning through primary school grades is a combination of relative academic and social skills acquired in each grade and forms the basis for subsequent academic and social success at ensuing educational pursuit and adult independent life. Evidence indicates that learners with autism spectrum disorder (ASD) and their families experience limiting challenges in their school transition at different levels. There is a gap in the literature as to the specific factors that constitute school transition difficulties in primary school learners with ASD in the area of study. The purpose of this study was to investigate challenges that learners with ASD face as they transition through school grades. The study adopted a phenomenological design with 12 participants (6 parents and 6 teachers). Two focus group discussions were held to collect data analysed using inductive thematic analysis. The results revealed three main themes, which included poor academic achievement and skills development, social and economic challenges as well as behavioural problems. The findings of the study suggest an increased need for home-school collaboration during the early stages and throughout the school years for the effective transition of learners with ASD. Thus, providing learners with ASD and their families with academic, emotional and behavioural intervention and support can help learners with autism to develop personal resources that will encourage their educational success

Differentiating instruction for learners’ mathematics self-efficacy in inclusive classrooms: Can learners with dyscalculia also benefit?

Poor mathematics self-efficacy (MSE) has been recorded among learners at all levels in Nigeria. The study reported on here sought to establish the efficacy of differentiated instruction (DI) in raising learners’ MSE in inclusive settings. We also explored the differential effects of DI on the MSE of learners with dyscalculia, as well as on high- and low-achieving learners. We adopted a control group quasi-experimental research design involving 1 experimental and 1 control group. A total of 4 mathematics teachers and 158 Senior Secondary II (SSII) learners in 4 regular classes participated in the study. Mathematics teachers participated in a one week DI training workshop to equip them with DI skills for whole-term mathematics instruction. The Students’ Mathematics Self-efficacy Scale (SMSES) was used for data collection at pre- and post-intervention evaluations. Quantitative data were analysed using descriptive statistics and analysis of covariance (ANCOVA). The major findings reveal that using DI led to significant improvements in learners’ MSE. Prior achievement (PA) had a significant influence on MSE;however, DI was effective in reducing the negative effects of poor PA on the self-efficacy of low-achieving learners and learners with dyscalculia. It was concluded that DI offers teachers the impetus to help all learners to improve their self-efficacy in mathematics

Mathematics self-efficacy as a predictor of science technology engineering and mathematics (STEM) career inclination among secondary school students with disabilities

Abstract: Persons with disabilities are underrepresented in Science Technology Engineering and Mathematics (STEM) careers. This study sought to find out the predictive validity of Mathematics self-efficacy on STEM career inclination among Students With Disabilities (SWD) in technical and inclusive secondary schools in Enugu State, Nigeria. A descriptive quantitative correlation research design was adopted for the study. Three instruments (Demographics Questionnaire, Mathematics self-efficacy Questionnaire and STEM Career Inclination Measures) were used to collect data from 587 students with disabilities in 38 Technical secondary schools and 4 inclusive oriented secondary schools in the area. Data collected for the study were analyzed using mean, standard deviation and multiple regression analysis. Results showed that Mathematics self-efficacy has a positive link with an inclination towards STEM-related careers among SWD. It was concluded that building STEM self-efficacy in students with disabilities could be a productive way of bridging the gap of underrepresentation of persons with disabilities in STEM careers. It was recommended that researchers, career counselors, science teachers and all stakeholders in disability Education should intensify efforts towards building and strengthening mathematics self-efficacy among students with disabilities in technical and inclusive education secondary schools

Impact of COVID-19 pandemic on Education in Nigeria: Implications for Policy and Practice of e-learning

Education is among the sectors with devastating impact of COVID-19 pandemic. Before the pandemic, the Nigerian education system has adopted purely, face-to-face approached to teaching and learning in primary and secondary schools. Primary and secondary school learners were not allowed to own any digital gadget such as phone or computer, neither were they allowed to be seen with such in the schools. With the emergence of the lockdown condition and school closure, following the COVID-19 pandemic, both teachers and learners were helpless about how to continue learning in the face of the pandemic. This study investigated the challenges posed by, and the impacts of COVID-19 on Education in Nigeria. A sequential exploratory mixed method design was adopted for the study. Results showed that the challenges of education during the COVID-19 pandemic include school closure, poor learning, unequal access to education opportunities and poor skills. Further, the pandemic negatively impacts education, causing poor school enrollment, inequality in education, poor achievement, poor school health and challenges in school assessment and transition. It was concluded that COVID-19 has negatively affected education in Nigeria. Implications for practice policy and practice of electronic learning (e-learning) were discussed

Clinical benefits of rational-emotive stress management therapy for job burnout and dysfunctional distress of special education teachers

Abstract: It has been observed that managing job burnout and dysfunctional distress constitute part of the major challenges among special educators, and that empirical data on the management of burnout and dysfunctional distress associated with the job of special education teachers are lacking in the literature. The current article discusses the clinical benefits of a rational-emotive stressmanagement therapy program in reducing the level of job burnout symptoms and dysfunctional distress in special education teachers, using evidence from a 2018 clinical trial study that reported the efficacy of this intervention. Results show the clinical benefits and implications of conducting a rational-emotive stress management intervention, and recommendations are made for future research

A 32-society investigation of the influence of perceived economic inequality on social class stereotyping

International audienceThere is a growing body of work suggesting that social class stereotypes are amplified when people perceive higher levels of economic inequality-that is, the wealthy are perceived as more competent and assertive and the poor as more incompetent and unassertive. The present study tested this prediction in 32 societies and also examines the role of wealth-based categorization in explaining this relationship. We found that people who perceived higher economic inequality were indeed more likely to consider wealth as a meaningful basis for categorization. Unexpectedly, however, higher levels of perceived inequality were associated with perceiving the wealthy as less competent and assertive and the poor as more competent and assertive. Unpacking this further, exploratory analyses showed that the observed tendency to stereotype the wealthy negatively only emerged in societies with lower social mobility and democracy and higher corruption. This points to the importance of understanding how socio-structural features that co-occur with economic inequality may shape perceptions of the wealthy and the poor

Evaluation of Psychological and Nutritional Interventions for Eating Disorders in Nigeria: A Scoping Review

The objective of this scoping review is to map and analyze literature which utilized any kind of psychological or nutritional intervention in treating patients with eating disorders (ED) in Nigeria as well as to assess the effectiveness of such interventions in helping ED patients. This study follows the methodology provided by the Joanna Briggs Institute (JBI) for scoping reviews. A database search of Google Scholar, PubMed, PsychINFO and Cochrane, from where 68 articles were selected using carefully developed search terms. Six studies were finally selected after two reviewers read the full text to ensure they ticked all the boxes stipulated in the inclusion criteria, while other papers were excluded. Findings revealed that psychological and nutritional interventions were used in treating eating disorders in Nigeria, and the interventions proved effective. Findings indicate that anorexia nervosa is the most frequently diagnosed and treated ED in Nigeria. This is because the majority of studies reviewed focused on anorexia nervosa, only two of the studies analysed eating disorders in general, and none of the studies focused on bulimia nervosa. This finding showed that psychological and nutritional interventions have been used to treat various patients in Nigeria, including adolescents, pupils and undergraduates. Findings from this study build on existing research to assert that psychological and nutritional interventions have proven highly effective in treating eating disorders. This is because the majority of eating disorder cases were treated using either or both of these interventions and, in the end, succeeded in helping patients overcome the disorder

Prevalence and psychological outcomes of child sexual abuse in Nigeria

Child Sexual Abuse (CSA) is a global social problem at the forefront of worldwide social policies and practices, having its highest prevalence rate in Africa. However, many studies have produced inconsistent results and conclusions regarding the nature of child sexual abuse prevalence and the associated psychological impacts, especially in Nigeria. This article provides a scoping review of the empirical studies investigating the prevalence and psychological impacts of child sexual abuse. Seven databases were searched, supplemented with a hand search of reference lists from retrieved papers. Results from prevalence studies showed a prevalence of 33.57% in the average population and 0.48 in hospital care patients. The psychological impacts recorded included difficulty experiencing feelings, drug abuse, delinquency, theft, prostitution and dropping out of schools, peer problems, posttraumatic stress disorder, depression, anxiety, suicidal ideation, loss of concentration, confusion, disorientation, nightmares, reduced self-esteem. All the impacts were grouped into four primary dimensions: Psychosocial outcomes (including difficulty experiencing feelings, drug abuse, delinquency, theft, prostitution and, dropping out of schools, peer problems); Psychopathological outcomes (e.g., posttraumatic stress disorder, depression, anxiety, and suicidal ideation);  Psycho-emotional outcomes (loss of concentration, confusion, disorientation, nightmares); and Impaired sense of self (e.g., reduced self-esteem)

Family roles in developing resilience skills in school children with Autism Spectrum Disorders

Abstract : Children with Autism Spectrum Disorders (ASDs) are highly vulnerable and constitute significant burdens on the families, schools and the global economy. Developing resilience in children with ASD is a major challenge to both teachers and parents. ASD in Africa is characterized by poor functioning, indicating poor resilience among the ASD population and poor knowledge about the disorders. This article discusses the roles of the family in building resilience among children with ASD. Firstly, I explored the roles of parents in developing resilience in children with ASD. Secondly,the roles of siblings in developing resilience in children with ASD; thirdly, the roles of family socio-economic/cultural contexts in developing resilience in children with ASD. Finally, I discussed researches on best practices for resilience in children with ASD and directions for and Educational practices future research