Department of Special Education

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Placement Alternatives for the Educable Mentally Retarded: Inclusion or Segregation
(Nac Computer Services Ltd. Nsukka, 2002-06-04) Dada, O.C.
Pre-Service Regular Perception on Components of Special Education
(International Business Management, 2007-07-01) Dada, O.C.
Psychological impacts of rehabilitation counselling on the livelihood of adolescent with intellectual and developmental disabilities.
(Glory-Land Publishing Compay, Mokola, Ibadan, 2011-06-01) Dada, O.C.
EFFCTIVENESS OF DIRECT INSTRUCTION AND TASK ANALYSIS IN ENHANCING MATHEMATICS PERFORMANCE OF STUDENTS WITH LEARNING DISABILITIES IN SELECTED SECONDARY SCHOOLS IN MORO LGA ILORIN
(College of Education Kwara State University, Malete, 2014-01-31) Adedayo Adesokan and Olubukola C. Dada
The study investigated the effectiveness of direct instruction (DI) and task analysis (TA) in enhancing mathematics performance of students with learning disabilities in selected secondary schools in Moro LGA Ilorin. The study adopted pre-test, post-test, quasi experimental research design, using 3x2 factorial matrix. Two instruments were used to select participants. Two hypotheses were tested at 0.05 level of significance. A total of 60 participants were used for the study. The data gathered were analyzed using analysis of covariance (ANCOVA). The result revealed significant difference in the mathematics performance of participants exposed to DI and TA, as well as the Control group [F(2.53)=32.12: P less then 0.05, Eta Square =0.548]. Also, there was no significant difference in TA (X=9.95), and DI (X=10.321). Based on the findings, the study recommended that DI and TA should be used jointly as a method by mathematics teachers in improving mathematics performance of students with learning disabilities.
What is Special in the Special Needs Education?
(Peackock Investment Limited, 2015-01-01) Dada, O.C.
Academic Anxiety as Correlate of Academic Achievement of Students in Kwara State University, Malete, Nigeria
(Journal of Special Education, 2015-07-01) Dada, O.C, Adesokan A and Hamzat R.A.A
THE LOGICAL RELATIONSHIP BETWEEN DETERMINISM AND SCIENCE AND ITS BEARING ON EDUCATION.
(EKSU Journal of Education, 2016) Towoju T.K
This paper provides a clarification of determinism and science by showing how their nature affects each other. In the course of the explanation the logically necessary conditions of the concepts are explained in relation to education. The methodology of approach is conceptual analysis and this is the format into which philosophical arguments are fitted for proper clarification and elucidation. Then, the bearing of the logical clarification of determinism and science on the concept of education is elucidated from the practical point of views. The study proffers rapid scientific and educational development if the knowledge of science can be properly utilized to explore the materials provided by nature, so as to discover the powers of the natural laws in them.
Al-Iloori and Acquisition of Second Language
(2017) Tajudeen Yusuf
Assessment ofManagement Strategies Used in Handling Aggressive Behaviours among Students with Attention Deficit Hyperactive Disorder in Inclusive Classrooms, in Ibadan Metropolis Nigeria
(west Africal jorunal of Education, 2021-08-29) Adedayo Adesokan
Abstract Students with attention deficit hyperactive disorder (ADHD) are those who exhibit inattention, hyperactivity and impulsivity that interferes with their behaviour; have problems in self• regulation, inappropriate behaviour andpoorsocialization. These attributes ofADHD students do lead to aggressive behaviours in the classroomand need management strategies to handle them This study, therefore, examined management strategies used by teachers in handling aggressive behaviours among students with attention deficit hyperactive disorder (ADHD) in inclusive classrooms in Ibadan Metropolis Nigeria. Survey research type was used. The respondents were 12I teachers purposefully. Management Strategiesfor Aggressive Behaviour Questionnaire (r= 0.81) was usedfor data collection. One research question and one hypothesis tested at 0.05 significant levels were raised. Frequency, percentage, mean and t-test were usedfor data analysis. The study revealedthat all the items in the questionnaire are the management methods were usedby the teacher. Mutual apology, reconciling, peacemaking whenever there is aggressive behaviour (3.5y,dialogue andencouragement (3.5); changing sittingposition (.5) top the ranking. The result also revealedno significant different between the management strategies used by male andfemale teachers in handling aggressive behaviour among students with attention deficit hyperactive disorder in an inclusive classroom, Ibadan Metropolis Nigeria (P>0.05). Mutual apolog reconciling, peacemaking whenever aggressive behaviour is displayed, dialogue and encouragement; changing sitting position among others were used to handle aggressi' behaviours among students with ADID. Therefore, teachers should devise strategies and use' combination oftwo or more management strategies available to ensure that aggressive behaviow among students with ADD in inclusive classrooms will be reduced
GENDER DIFFERENCES IN SOCIAL AND ACADEMIC ADJUSTMENT OF STUDENTS STUDYING SPECIAL EDUCATION AT KWARA STATE UNIVERSITY, MALETE KWARA STATE NIGERIA
(DEPARTMENT OF EDUCATIONAL FOUNDATIONS AND COUNSELLING PSYCHOLOGY, FACULTY OF EDUCATION, LAGOS STATE UNIVERSITY OJO, LAGOS NIGERIA, 2021-09-09) Adedayo Adesokan and Mujibat T Ajoke Sulayman
The study examined the gender difference in social and academic adjustment of students studying Special education at Kwara state university, Malete. Descriptive survey research design was used. The respondents were one hundred and forty-three (143) students studying Special education, purposive sampling technique was used. Two research instruments were used: they are social adjustment questionnaire (r=0.74) and academic questionnaire (r=0.71). Two research questions were stated, and two hypotheses were formulated and tested at 0.05 significant levels. frequency count, percentage, mean and T-test were used to analysis data gathered. the finding of the study revealed that social and academic adjustment of students studying special education was high. it was also revealed that there was no significant difference between social adjustment of male and female students studying special education at Kwara state university (p0.05). it was revealed that there was no significant difference in the academic adjustment of male and female students studying special education (p0.05). it was therefore concluded that there was no gender difference in social and academic adjustment of students studying special education at Kwara state university, malete. it was recommended that teachers, parents, school administrators should increase the counselling section for students and give them motivational talk. keyword: Adjustment, Social adjustment, academic adjustment and gender
THE EFFECT OF GAME STRATEGY ON THE ACADEMIC PERFORMANCE OF PUPILS IN LITERACY IN ILORIN METROPOLIS OF KWARA STATE
(International Journal of Academic and Applied Research (IJAAR), 2022-07) Sulyman, Tosin Hafees {PhD}, Usman Tunde SAADU (PhD), Jawad Olayemi OLOSUNDE
The academic achievement of students in literacy has been declining over time. This study looked at how gaming strategy affected students' literacy test scores in the city of Ilorin, Kwara State. The study used a quasi-experimental pre-test-post-test control group research design. Two private and two public schools in Ilorin Metropolis, Kwara State, were chosen as the sample to participate in the study, and a straightforward random sampling technique was employed to choose the sample. All of the basic schools in Ilorin Metropolisconstitude the population. Data were gathered using the literacy achievement test (LAT) and the literacy instruction guide (LIG). The Pearson Product Moment Correlation (PPMC) method was used to calculate the LAT dependability index, and it produced (0.75). In this study, seven research hypotheses were developed and assessed at a significance level of 0.05. The hypothesis was tested using inferential statistics from Analysis of Covariance (ANCOVA). According to the results, game strategy had a substantial impact on students' academic achievement (F (1; 105) = 4.978, P 0.05), among other things. Additionally, it was discovered that the type of school had a significant impact on students' academic performance in literacy (F(1; 105) = 7.003; P > 0.05), and that students exposed to game strategy in private schools outperformed those exposed to it in public schools (14.892: a significant difference) (11.597). Gender, however, had no discernible impact on students' academic success in literacy in this study. In conclusion, it is obvious and unmistakable that game strategy (such as scrabble) affects students' academic performance in literacy and has the potential to improve it, regardless of a student's gender or the type of school they attend. Therefore, it was advised that teachers of literacy in particular use this method to impart knowledge to the students. The government ought to integrate gaming tactics into literacy lessons. Finally, Nigerian teacher training programmes should include classes in game strategy.
Effect Of Silent Reading And Reading Aloud Strategies On Reading Skills Of Student With Dyslexia In Moro Local Government Area, Kwara State, Nigeria
(International Journal of Academic Pedagogical Research (IJAPR), 2022-07-07) Adedayo ADESOKAN Ph.D
Abstract: Children with dyslexia are student who are diagnosed with reading difficulties these students with reading difficulties often fall behind peers and demonstrate difficulties in that are expected in relation to age, cognitive ability, quantity and quality of instruction and intervention. These problems faced by students with dyslexia have contributed to poor reading skill in reading. In an effort to solve this problem faced by student with dyslexia. The study investigated the effect of silent reading and reading aloud strategies on reading skills of student with dyslexia in Moro Local Government Area, Kwara state, Nigeria. The study adopted pre- test, post-test, quasi experimental research design. A total number of 60 junior secondary school students made up the sample of this study and were purposively sampled. The instruments used for this study were checklist for identifying reading difficulties and reading skill test, four hypotheses were raised and tested at 0.05 significant levels. Data gathered were analyzed using analysis of variance (ANOVA). The study revealed that silent reading strategy had significant main effect on reading skills of student with dyslexia also, the study revealed that reading aloud strategy had significant main effect on reading skills of students with dyslexia. the finding also revealed that three was significant main effect of gender on reading skill of students with dyslexia. lastly, the result showed that there was no significant interaction effect of gender, silent reading, reading aloud strategies on reading skill of student with dyslexia. Hence the study recommended that English teachers should make use of silent reading and reading aloud strategies while teaching English to student with dyslexia.
Coping Strategies Employed In Teaching Students with Attention Deficit Hyperative Disorder (ADHD) In an Inclusive Classroom, Kwara State, Nigeria
(International Journal of Academic and Applied Research (IJAAR), 2022-08-08) Adedayo ADESOKAN Ph.D
Abstract: Student with attention deficit hyperactivity disorder exhibits some behavior attributes such as difficulties in sustaining attention, hyperactivity, anxiety and impulse behavior, all these behaviours exhibit cause a lot of stress to the teacher during the teaching and learning process. Hence, teachers need to use different coping strategies when teaching students with attention deficit hyperactivity disorder. This paper therefore explores coping strategies teachers use in teaching students with attention deficit hyperactivity disorder in an inclusive classroom in Kwara State, Nigeria. A descriptive survey research design was adopted for this study, purposive sampling technique was used to select a total of 50 teachers who were the respondent in Kwara State, Nigeria. A questionnaire titled “questionnaire on coping strategies used in teaching students with attention deficit hyperactivity disorder” (QCSTSADHD). The instrument was validated and reliably tested at (r=0.71). The findings revealed that coping strategies teachers used in teaching students with attention deficit hyperactivity disorder in an inclusive classroom in Kwara State, Nigeria were self- examination of life styles, support from families, friends, training programs for personal development and resilience, self-control and social support. Lastly, the results showed that gender has significant differences between the coping strategies used male and female teachers teaching students with ADHD in an inclusive classroom in Kwara State, Nigeria. Hence, the study recommended that teachers in Kwara State, Nigeria should manage stress by getting emotional support from more experienced teachers who can give directives on how to manage challenges they are facing.
Assessment of Psychological Wellbeing of Students with Visual Impairment in Kwara State School for Special Needs, Oyun Adedayo
(International Journal of Academic Multidisciplinary Research (IJAMR), 2022-09) ADESOKAN Ph.D1 and Angela Bisola YAKUB2
Abstract: The term "visually impaired" refers to students who have vision that is so impaired that it results in issues that cannot be resolved with standard tools like glasses. They experience psychological side effects like anxiety, depression, suicidal thoughts, a negative self-concept, low self-confidence, and low self-esteem, and occasionally they even experience total personality disorganization. The study investigates the psychological wellbeing of students with visual impairment at Kwara State School for Special Needs, Oyun, based on this. The study was descriptive survey research. Purposive sampling was used to select the respondents for this study, which included thirty-two (32) students with visual impairment. (r=0.78) Only one research tool was used. Three research questions were formulated, along with three hypotheses that were tested at 0.05 significant levels for each.. To analyze the data acquired, frequency count, percentage, mean, and t-test were utilized. The results of the study showed that the psychological well-being of students with visual impairment in Kwara State school for special needs, Oyun Kwara State, is high (mean=2.8), the social well-being of students with visual impairment in Kwara State school for special needs, Oyun Kwara State, is high (mean=3.2), and the emotional well-being of students with visual impairment in Kwara State school for special needs, Oyun Kwara State, is high (mean The degree of psychological wellbeing of male and female students with visual impairment at the Kwara State School for Special Needs in Oyun Kwara State was also found to be similar (P>0.05). The level of social wellbeing between male and female visually impaired children at the Kwara State Special Needs School, Oyun Kwara State, differs significantly (P 0.05). The emotional wellbeing of male and female students with visual impairment at the Kwara State Special Needs School in Oyun, Kwara State, does not significantly differ (P>0.05). Therefore, it was suggested that teachers include students more in real- world activities rather than just theoretical ones. It was also suggested that the government provide appropriate support to address the psychological needs of students with vision impairment..
Assessment of Environmental Factors Militating Against Achievements of University Objectives in Nigeria
(International Journal of Academic Multidisciplinary Research (IJAMR), 2022-09-01) BASHIR, B. T; Arisekola Azeez SALMAN; ISSAH, J
The significance of environment as an activity of human phenomenon is being underestimated in the commitment towards the achievement of university objectives in Nigeria. This paper explored the barriers militating against achievement of university objectives in Nigeria. A descriptive survey with population of 77,315 which comprised of university management staff, academic staff and non-academic for the 128 universities in Nigeria as at 2017. Based on the multistage sampling procedure, universities were clustered into six geopolitical zones while 18 were selected on the purpose of ownership. The study adopted KENPRO (2012) sampling size table for 384 respondents. Three research questions were raised while one hypothesis was formulated. These were answered and tested using percentage and analysis of Variance (ANOVA) statistic at .05 level of significant. The findings shows that there exist differences between environmental issues and achievements of universities objectives in Nigeria. It concludes that; inadequacies in resources not in tandem with societal needs, overemphasis on theoretical knowledge and no relevancy in curriculum designed with oversight on moral value made it difficult for the achievement of university objectives in Nigeria. The study recommends among others that; universities through parent body to address structures, systems, processes and regulations to be societal relevance in areas of recruitment of qualified staff, involvement of parents and students representatives in decision making; strengthen internal efficiency universities by having a clear understanding of needs in terms of manpower requirement for selection of priorities, capacities and capabilities in response to sectors demand; universities to build up innovation through linkage with alumni, professional bodies, Non-governmental agencies and employers on curriculum design, delivery and assessment, and work based learning to provide specific training and employment galore.
Assessment of Factors Responsible for Child Abuse Among Students with Intellectual Disabilities
(ASEAN Journal of Community and Special Needs Education, 2022-09-01) A. Adesokan1,*, K.O Abdulkareem1, T.T Adesokan2
A B S T R A C T The study examined the factors responsible for child abuse among students with intellectual disabilities in the Ilorin metropolis concerning factors responsible, for students with intellectual disabilities and child abuse. A descriptive survey research design was used. The population for this study comprised all teachers and parents of students with intellectual disabilities in the Ilorin metropolis. A convenience sampling technique was used to select 120 respondents across the Ilorin metropolis. One research question and two hypotheses were generated for the study. The instrument used for Data collection was titled Assessment of Factors Responsible for Child Abuse among Students with Intellectual Disabilities Questionnaire (AFRCBIDQ). Data gathered were analyzed using mean, percentage, frequency count, and independent sample t-test. The results of the study revealed that lack of proper parental care, low educational attainment, parental stress, carelessness, lack of good relationships, and vulnerability are the major factors responsible for child abuse among students with intellectual disabilities. There was no significant difference between the factors responsible for child abuse among students with intellectual disabilities based on teachers’ gender; there was no significant difference between the factors responsible for child abuse among students with intellectual disabilities based on parents’ gender. It was recommended, the parents of students with intellectual disabilities should ensure that students with intellectual disabilities are given good proper parental care and monitoring.
Assessment of Teachers’ Attitude towards the Inclusion of Students with Learning Disability in Oyo State
(International Journal of Academic Pedagogical Research (IJAPR), 2022-09-09) Adedayo Adesokan1 and Theophilus Oluwatimileyin Taiwo2
Abstract: Many kids with special needs are now being included in mainstream education classes in Nigeria as a result of the recent drive for inclusion. As a result, attitudes direct and affect how people behave in their daily lives. It is thought that instructors' attitudes toward inclusion and how well inclusive practices are implemented are key factors. Based on the study, it was assessed how teachers in Oyo state felt about including kids with learning disabilities. In this study, a descriptive research approach was used, and 320 instructors from eight Ogbomosho Oyo State schools were chosen at random using random selection techniques. The questionnaire titled teachers’ attitude towards the inclusion of students with learning disability in Oyo state was used to gather information. A reliability of 0.852 was obtained. One research question was stated and three hypotheses were formulated and tested at 0.05 significant. The completed and returned copies of the questionnaire was analysed using mean, frequency count, standard deviation for research question while hypothesis would be analyse using T-test and ANOVA. This study revealed that the teachers’ attitude towards the inclusion of students with learning disability in Oyo state is positive.(mean=3.18). The results also showed that there were no significant differences in teachers' attitudes toward including students with learning disabilities in Oyo state based on gender (p>0.05), qualification (p>0.05), and experience (p>0.05), as well as no significant differences in teachers' attitudes toward inclusion of students with learning disabilities in Oyo state based on any of these factors. (p>0.05) According to the study's findings, teachers in Oyo State have a favorable attitude toward including students with learning disabilities.
Emotional Intelligence and Academic Performance of Students with Learning Disability
(International Journal of Academic Multidisciplinary Research (IJAMR), 2022-09-09) Adedayo ADESOKAN Ph.D
Abstract: Reading and spelling difficulties in students with learning disabilities lead to a number of behaviors that have an effect on their academic performance. They regularly forget class-related material at school due to their sluggish information processing and unorganized behavior, which has a detrimental effect on their academic performance. When students with learning disabilities struggle to arrange the steps of a project, their peers may conclude that they lack enthusiasm. These learning challenges that children suffer lead to poor academic performance. Emotional intelligence is one of the factors linked to students' academic success in More Local Government, according to research. The research strategy employed a correlational scale. One hundred twenty-seven (127) learning disabled students who demonstrate emotional intelligence and academic performance in More Local Government made up the sample of responders. The checklist and questionnaire were the two tools utilized to collect the data. The respondents sixty-two (52) of the respondents representing 48 8% were male while sixty-five (65) of the respondents representing 51.2% were female. One (1) research question were stated and one (1) hypothesis was raised and tested at 0.05 significant level. Data gathered were analyzed using percentage count and T-test was used to analyses the hypothesis. The study revealed that students with learning disability perceived all items as the cases of emotional intelligence level of student with learning disability. The calculated value of was 0.38 and degree of freedom was 125, the observed p-value was 0.67 and the fixed p-value 005. The observed p-value was greater than the fixed p-value (p>0.05) and also review that male student had mean score 43.6 and standard deviation 57 while female students had mean score 41.1 and standard deviation 5.4. the t was 2.6 degree of freedom 125, F was 1.9 and significant level is 0.01 (P<0.05). According to study, emotional intelligence is one of the elements that contributes to students' academic achievement in More Local Government. Correlational scales were used as part of the research strategy. The sample of respondents consisted of 127 learning challenged kids who excel academically in More Local Government and exhibit emotional intelligence. The instruments used to gather the data were the questionnaire and the checklist.
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
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

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