Perception and Acceptability of Regular Education Teachers Towards Inclusion of Children with Intellectual Disability in Calabar, Cross River State, Nigeria

Access to education has been a challenge to individuals with intellectual disability (ID) in Cross River State, Nigeria, as a result of limited schools that accept these individuals. This study consequently investigated the knowledge and perception of regular teachers about children with ID and their level of acceptance into the regular classroom. Two hundred (200) teachers in public primary schools in Calabar municipal were randomly selected for the study. A descriptive research design was adopted. “Teachers’ Knowledge, Perception and Acceptability of Teachers towards Children with Intellectual Disability (TKPATCID)” was used as an instrument for data collection. Data was analyzed using descriptive statistics such as frequency count, simple percentage standard deviation, and mean scores. Findings showed that the knowledge of regular teachers about children with ID is very low. The majority of the regular teachers have negative perceptions of children with ID. Similarly, the majority of the respondents were of the opinion that children with ID should not be accepted alongside their non-disabled counterparts in the classroom. It was therefore recommended, among others, that awareness of the nature of ID be created. Regular in-service training should be organized for regular education teachers by the government in order to properly equip them with relevant and up-to-date knowledge of children with ID

Impact of Intellectual Disability on the Family Economy in Calabar, Cross River State, Nigeria

This study investigated the impact of intellectual disability (ID) on the family economy in Calabar, Cross River State, Nigeria. The cost of parenting a child with ID in Nigeria is overwhelming as there is no state provision for the care of this group, consequently imposing burden on the parents. Parents of persons with ID in Calabar South Local Government Area, Cross River State, Nigeria, constituted the study population. The study sample includes 150 parents of persons with ID. Intellectual Disability and Family Economy Assessment Scale (r = 0.877) was used for data collection. Data were analysed using frequency count and percentage. The study revealed that ID significantly affects the family economy and education of siblings and persons with ID in Calabar, Cross River State, Nigeria. The impact of ID on the family economy in the study area is generally negative. Nigerian government should put in place the necessary social facility that will help reduce the impact of the disability on the families

Assessment of School Assessors’ Knowledge and Competence on Diagnostic Overshadowing for Appropriate Placement of Children with Intellectual Disability in Cross River State, Nigeria

This study assessed the knowledge and competence of special teachers and psychologists in diagnostic overshadowing and differential diagnosis in children with intellectual disability in Cross River State, Nigeria. A descriptive research design was adopted. Sixty (60) respondents comprising teachers and school psychologists were purposively selected from three main special schools in Cross River State. Two research questions were raised to guide the study. A rating scale titled ‘Mental Health Diagnosis Competency Scale (r=0.91)’ was used for data collection. The instrument was used to assess the knowledge and competence of special teachers and school psychologists in diagnostic overshadowing and differential diagnosis in children with intellectual disabilities. The data collected were statistically analyzed using percentages, frequency count, and bar chart. The findings revealed that most teachers and school psychologists have no knowledge of psychiatric symptomatology in children with intellectual disabilities. Respondents also lack adequate competence in differential diagnosis, leading to wrong special education placement and inadequate intervention plans for such children. It was recommended, among others, that the government provide in-service training for teachers and psychologists to equip them on current issues and practices in special education, such as differential diagnosis and collaborative partnership within a transdisciplinary approach

Effect of Oral Placement and Expressive Therapies on Speech Intelligibility of Adolescents with Articulation Disorder

Intelligible speech is vital to every adolescent's life, but this skill can be confounded with the presence of articulation disorder. Meanwhile, studies have been conducted using different therapies to improve speech intelligibility. This study investigated the effect of oral placement and expressive therapies on speech intelligibility among adolescents with articulation disorders. The study adopted a pretest-posttest, control group, quasi-experimental research design with a 3x2x2 factorial matrix. Three special centers were randomly selected, and purposive sampling was used in selecting 60 adolescents having articulation disorders comprising 34 males and 26 females. These adolescents were randomly assigned to Experimental Group 1 (n= 22), Experimental Group 2 (n= 21), and Control (n= 17). Speech Intelligibility Assessment Scale (r=0.92) was the instrument used for the study. Participants in the experimental groups were exposed to the oral placement and expressive therapeutic treatments, while those in the control groups were sensitized to a placebo. Three hypotheses were tested at a 0.05 level of significance, while data were analyzed using Analysis of Covariance (ANCOVA), mean scores, and Bonferroni Post Hoc Test. Findings revealed that there was a significant main effect of treatments F(2,56) = 112.52; p <0.05 (oral placement therapy, expressive therapy, and control group with placebo), and also a significant interaction effect of treatments, gender, and age F(2, 47) = 7.37; p <0.05 on speech intelligibility of adolescents with articulation disorders despite the presence of placebo. Oral placement and expressive therapies were effective in managing the speech intelligibility of adolescents with articulation disorders. Therefore, speech therapists should adopt these therapeutic interventions in rehabilitating adolescents with articulation disorders