Department of Special Education

Permanent URI for this community

https://kwasuspace.kwasu.edu.ng/handle/123456789/105

Browse

Browsing Department of Special Education by Author "Adedayo ADESOKAN"

Now showing 1 - 3 of 3
  • Thumbnail Image
    Item
    Effect of Physical Exercise on the Motor Skills Acquisition among Pupils with Intellectual Disability
    (2022-10-24) Adedayo ADESOKAN
    Decrease in physical activities among pupils with intellectual disability has been noted to affect motor skill acquisition, thus the need to carry out a study on possible ways to improve motor skill acquisition is necessary, this is the purpose of this study; which is to examine the effect of physical exercise on motor skills acquisition among pupils with intellectual disability. Three research hypotheses were posed in this work. A 2x2 pre-post test control group quasi-experimental research design was used for this study. The population was all students with intellectual disability in Kwara State as a sample of 40 children from schools located in Ilorin West Local Government Area of the state were selected through the use of simple random sampling technique. The instrument used for this study was a researcher’s designed rating scale. The rating scale had two section; section A contains the demographic information of the respondents such as gender, while section B contains 10 items which is a 3 likert scale, ranging from always, sometimes and never. The instrument was subjected to face and content validity by physical education teachers and experts in education. In order to determine the reliability of the instrument, the instrument was trial-test to 20 respondents who were not part of the sample size. Data collected were analyzed using frequency count, and percentage for the demographic information, while Analysis of Covariance (ANCOVA) was used for the research hypotheses. It is revealed that; physical exercise had significant effect on motor skills acquisition among pupils with intellectual disability, there was no significant effect of physical exercise on motor skills acquisition among pupils with intellectual disability based on gender and there was no significant interaction effect of physical exercise and gender on motor skills acquisition among pupils with intellectual disability. Thus, it can be concluded based on the findings of the study that, physical activities enhance motor skills acquisition among intellectually disabled pupils. Based on the findings, the study recommends among others that Sensitization of teachers should be regularly done in order to inform them of the importance of physical activities on learners with intellectual disability. Keywords: intellectual disability; physical exercise; motor skills
  • Thumbnail Image
    Item
    Peer Acceptance towards the Inclusion of Students with Behavioral Disorders in Inclusive Classrooms in Kwara State
    (2022-10) Adedayo ADESOKAN
    Students who display undesired actions in the classroom are those who have behavioral issues. This student struggles with self-control, inappropriate actions, and poor social skills. All of these accusations against children with behavioral problems result in inappropriate or maladaptive actions in the classroom, which makes peers reluctant to accept them in the same setting. Based on this, the study this study, examined of peer acceptance of students with behavioral disorders in inclusive classroom in kwara state. Descriptive survey type was used. The respondents were 100 students purposefully. Peer-acceptance questionnaire (r =0.75) was used for data collection. One research question and one hypothesis tested at 0.5significant level was raised. Frequency, percentage, mean and t-test were used for data analysis. The level of peer acceptance among students with behavioral disorder in an inclusive classroom in Kwara State is high (Mean=3.5). The result also revealed that there is no significant difference between level of peer acceptance among male and female students with behavioral disorders in inclusive classrooms (P>0.05). The study revealed also that there is no significant difference in the peer acceptance among students with behavioral disorders based on gender. It was recommended based on the findings that Parents can be educated about the importance of, and means of achieving, peer acceptance among their children throughout childhood, adolescence and into young adulthood. Also the government should increase the numbers of inclusive schools built in the society, in order for both regular students and students with disabilities to be included and learn in the same classroom environment, because this will help in increasing the level of peer acceptance among students with behavioral disorders and the conventional students. Keywords: peer acceptance, inclusion, students with behavior and inclusive classrooms
  • Thumbnail Image
    Item
    Percieved Factors of Social Anxiety Disorder among Students with Emotional and Behavioural Disorder
    (2022-10) Adedayo ADESOKAN
    Students with emotional and behavioral disorders display a variety of behavioral disorders, ranging in severity from mild to severe, and these disorders affect their relationships with others, including their peers. They are characterized by an incapacity to learn that is not accounted for by mental, sensory, or health issues, an inability to establish or sustain satisfying interpersonal bonds with classmates and teachers, and improper behaviors or emotions under normal circumstances. These difficulties that students with social anxiety disorder experience affect their academic performance. Among order to better understand social anxiety disorder in students with emotional and behavioral disorders in Ilorin West Local Government Area of Kwara State, Nigeria, this study examined the perceived causes of the disorder. Descriptive survey design was adopted for this study. The purposive random sampling techniques was used to select a total of one hundred and twenty (120) teachers representing the teacher in ilorin west local government. A questionnaire title perceived factors responsible for social anxiety disorder among students with emotional and behavioral disorder (r=0.77). One research question was stated and one hypothesis was formulated and tested at 0.05 significant levels, Frequency count, Percentage, Mean and T-test were used to analysis data gathered. The findings revealed that the perceived factors of social anxiety disorder among students with emotional and behavioral disorder in ilorin west local government, of kwara state, were genetic, environmental, social, brain structure/biological, negative experience, inherited traits, cognitive partners. It was also discovered that there was no significant difference in the perceived factors of social anxiety disorder among male and female students with emotional and behavioral disorder (p>0.05). Hence, the study recommended that there is need for developing programs to train, sensitized and mobilize teacher regarding the child behavioral and social anxiety problems and there is need for government to establish counseling unit in secondary school in order to counsel students with social anxiety disorder and emotional and behavioral disorder