Aderibigbe Samson Akinwumi, Adeleke Owoade Philip, Akintoye Oluyemi Ayorinde, Mabel Obioma Ajah, Emmanuel Ahuenasebhor, Okoye Joy Sade, Igbineweka Paul Osa, Ogunjimi Blessing Etukudo, Apie Martina Ayibeya, Ntino Martina Ongbonya, Okoi I.I. Ikpi, Obeten Okoi Okorn, Christopher Okoi Ofem, James Daniel Daniel, Itam Ben Edet, Orim Samuel Orim
{"title":"尼日利亚克罗斯河州卡拉巴尔市普通教育教师对智障儿童融入教育的看法和接受程度","authors":"Aderibigbe Samson Akinwumi, Adeleke Owoade Philip, Akintoye Oluyemi Ayorinde, Mabel Obioma Ajah, Emmanuel Ahuenasebhor, Okoye Joy Sade, Igbineweka Paul Osa, Ogunjimi Blessing Etukudo, Apie Martina Ayibeya, Ntino Martina Ongbonya, Okoi I.I. Ikpi, Obeten Okoi Okorn, Christopher Okoi Ofem, James Daniel Daniel, Itam Ben Edet, Orim Samuel Orim","doi":"10.6000/2292-2598.2024.12.02.1","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":37806,"journal":{"name":"Journal of Intellectual Disability - Diagnosis and Treatment","volume":"33 2","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2024-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Perception and Acceptability of Regular Education Teachers Towards Inclusion of Children with Intellectual Disability in Calabar, Cross River State, Nigeria\",\"authors\":\"Aderibigbe Samson Akinwumi, Adeleke Owoade Philip, Akintoye Oluyemi Ayorinde, Mabel Obioma Ajah, Emmanuel Ahuenasebhor, Okoye Joy Sade, Igbineweka Paul Osa, Ogunjimi Blessing Etukudo, Apie Martina Ayibeya, Ntino Martina Ongbonya, Okoi I.I. 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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. 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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.
期刊介绍:
The journal aims to describe the research work on Intellectual Disability Diagnosis and Treatment in children and adults. It covers not just the technical aspects of the procedures in prenatal, newborn and postnatal screening, but also the impact which the process of testing and treatment has on individuals, parents, families and public-health in general. The journal seeks to publish, but is a not restricted to, Genetic Intellectual Disability Syndromes, using a range of approaches from medicine, psychiatry, psychology, pharmacy, biology, epidemiology, bioinformatics, biopharmaceutical to association and population studies as well as sociological, ethical, philosophical, legal and quality control issues with the ultimate goal of advancing the knowledge on the diagnosis, prevention, and treatment of the Intellectual Disabilities. The journal publishes original research articles, review articles, case reports and short communications(Letter article).