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 Assessment of Counselling on Family of Children with Intellectual Disability in Cross River State, Nigeria

This study examined the impact of counseling on the families of children with intellectual disability (ID) in Cross River State, Nigeria. Three research questions were generated to guide the study while the Ex-post-Facto research design was adopted. A purposive sampling technique was used, and 100 parents of children with ID were selected from the Association for Intellectual and Developmental Disabilities of Nigeria (AIDDN), Cross River State Chapter. These parents have been exposed to psychodynamic counseling in the past. The instrument used for data collection was a structured questionnaire titled “Impact of Counseling on Parents of Children with ID (ICPCID)”. The instrument was validated by three experts, two in special education and one in measurement and evaluation. The reliability coefficient of 0.88 was obtained using Cronbach Alpha. The data collected were analyzed using simple percentages, frequencies, and mean scores. The findings revealed, among others, that counseling has a higher impact on the information needs of parents of children with ID. Counseling has a significant positive impact on the emotional stability of parents of children with ID. Counseling has a significant positive impact on stabilizing families of children with ID. Based on the findings, it was recommended, among others, that the Cross River State Government should establish a department of guidance and counseling under the State Ministry of Education that regularly caters for the counseling needs of parents of children with ID in the state