尼日利亚克罗斯河州学校评估员对智力残疾儿童适当安置的诊断遮蔽知识和能力评估

S. Orim, M. Orim, D. Alawa, J. Olayi, J. Ewa, E. Essien, C. Essien, M. Olofu, I. Igba, S. A. Unimke, N. N. Osaji, R. Ogar, F. Unimuke
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引用次数: 0

摘要

本研究评估了尼日利亚克罗斯河州特殊教师和心理学家在诊断阴影和鉴别诊断方面对智力残疾儿童的知识和能力。采用描述性研究设计。有目的地从克罗斯河州的三所主要特殊学校中选择了六十(60)名包括教师和学校心理学家的受访者。提出了两个研究问题来指导研究。采用“心理健康诊断能力量表”(r=0.91)进行数据收集。运用该工具对特殊教师和学校心理学家在智力障碍儿童诊断遮蔽和鉴别诊断方面的知识和能力进行评估。收集的数据采用百分比、频率计数和条形图进行统计分析。研究结果显示,大多数教师和学校心理学家对智障儿童的精神症状学一无所知。受访者还缺乏足够的鉴别诊断能力,导致错误的特殊教育安排和不充分的干预计划。除其他外,还建议政府为教师和心理学家提供在职培训,使他们掌握特殊教育中的当前问题和实践,如鉴别诊断和跨学科方法中的合作伙伴关系。
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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.
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来源期刊
Journal of Intellectual Disability - Diagnosis and Treatment
Journal of Intellectual Disability - Diagnosis and Treatment Social Sciences-Health (social science)
CiteScore
1.00
自引率
0.00%
发文量
29
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).
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