The Influence of Learning Disabilities on Students and Teachers in a Classroom
Chapter One
Purpose of the Study
The study sought to assess the influence of LD students academic performance in secondary schools in Imo state Owerri Municipality in Imo state, Nigeria.
The Study Objectives
- To determine the leaner’s based factors that affect academic performance of learners with LD in regular schools in Imo state Owerri
- To determine the teachers’ based barriers that affect academic performance of learners with LD in regular schools in Imo state Owerri Municipality.
- To establish the curriculum based barrier s that affect academic performance of learners with LD in regular schools in Imo state Owerri
- To find out the school infrastructural barriers that affect academic performance of learners with LD in regular schools in Imo state Owerri Municipality.
CHAPTER TWO
LITERATURE REVIEW
Introduction
The study aims to assess the school based barriers namely the teacher, the curriculum and the infrastructure that affect the academic performance of learners with learning disabilities in regular schools in Imo state Owerri Municipality in Imo state, Nigeria. This chapter presents a review of related literature to factors affecting the academic performance of learners with learning disabilities (LD). To start with, is learner based barriers followed by teacher based barriers. This is followed by curriculum based factors and infrastructural based barriers affecting the academic performance of learners with LD. Finally a summary of literature review is presented with a view of identifying the gaps.
Learner Based Barriers Affecting the Academic Performance of Learners with LD
Reading problem is the most frequently reported academic problem for those with learning disabilities (Bender & Williams, 2004). Examples of areas in reading in which learners with learning disabilities often problems have are in word recognition and reading comprehension. As a group, learners with word recognition problems can display a number of characteristics either in isolation or in combination. These include mispronunciations; omitting, adding, or substituting words; reversing letters or words; and difficulty blending sounds together.
Mathematics is another area in which a learner with learning disabilities might experience problems. Areas in which learners with learning disabilities have been reported as having difficulties include calculation, knowledge of mathematics facts, understanding of mathematics concepts, and problem-solving skills (Smith, 2004). Related areas include difficulty with word problems (Bryant & Dix, 1999), math anxiety (Baloglu & Kocak, 2006), and retrieving math information from long-term memory (Geary, 2003).
Many learners with learning disabilities display problems in the overall area of written language or written expression. Problems with handwriting and spelling often lead to difficulty in composing written products (Berninger & Amtmann, 2003; Graham, 1999), and it appears that many learners with learning disabilities have more difficulty with compositional writing than with writing single words or sentences (Mayes, Calhoun, & Lane, 2005). Compositional writing involves aspects such as capitalization and punctuation, vocabulary, organization, and theme development. For example, a learner with a learning disability in this area might write a story that is short; is not well thought out; and has numerous capitalization, punctuation, and spelling errors.
The importance of language in the field of learning disabilities is well appreciated. learners with learning disabilities in this area might have problems in expressive language (producing language), receptive language (understanding language), or in both (Hallahan et al., 2005). It is important to identify language problems because they are directly related to academic areas, particularly reading and written expression.
The above literature identifies common problems experienced by learners with LD as reading, mathematics, written language, expressive language and understanding language. These problems in-turn contribute to poor academic performance (Graham, 1999).
Advertisements
Teacher Related Barriers that Affect academic Performance of Learners with LD in Regular Schools
The depth and scope of the teachers training are critical in determining the academic performance of Learners with LD in a school (Jenny & Snell, 2008). According to Meese (2002), a teacher with sufficient professional training in SNE has the ability and competency to adapt the curriculum to suit learners with Learning Disabilities. This could in turn contribute to improved academic performance of learners with LD.
Teachers are held accountable for learners’ performance, sometimes to unrealistic levels especially regarding the Learners with learning difficulties (Ondiek, 1986). The teacher’s experiences, values, attitudes and expectations, particularly in respect to the student, affect how the teacher instructs the child and how their interaction develops. Inclusion of all children within the classroom has brought about a new challenge for teachers.
CHAPTER THREE
RESEARCH METHODOLOGY
Introduction
The study aims to assess the school based barriers namely the learner, teacher, the curriculum and the infrastructure that affect the academic performance of students with learning disabilities in regular schools in Imo state Owerri Municipality in Imo state, Nigeria. This chapter discusses the methodology for the research process and gives an account on research design, target population, sampling procedure and sample size, instrumentation, piloting, data collection procedures and data analysis.
Research Design
This study adopted descriptive survey design. This design was deemed appropriate for the study since as Mugenda and Mugenda (1999) opines, surveys can be used in explaining or exploring the existing status of two or more variables at given point in time. Burns and Grove (2003) also states that descriptive studies are designed to obtain pertinent and precise information concerning the current status of phenomena and wherever possible draw valid general conclusions from the facts discovered. Orodho (2009) adds that descriptive surveys allow a researcher to gather information, summarize, present and interpret for the purpose of clarification. This survey therefore aimed at assessing the school based barriers namely the learners, teachers, the curriculum and the infrastructure that affect the academic performance of students with LD in regular schools in Imo state Owerri Municipality in Imo state, Nigeria.
Variables
The independent variables are the school based barriers namely; learners, teachers, the curriculum and infrastructure. The dependent variable is academic performance of learners with LD.
Target Population
Mugenda and Mugenda (2003), defines target population as that population to which a researcher wants to generalize the results of a study. The study targeted all the public primary schools in Imo state Owerri Municipality, all the 23 head teachers and all the 274 teachers 817 students in class three. The total number of targeted respondents was 1114.
CHAPTER FOUR
PRESENTATION OF FINDINGS, INTERPRETATION AND DISCUSSION
Introduction
The purpose of the study was to investigate the school based factors affecting performance of learners with learning disabilities (LD) in regular schools in Imo state Owerri Municipality in Imo state, Nigeria.
CHAPTER FIVE
SUMMARY, CONCLUSION, AND RECOMMENDATIONS
Introduction
The purpose of the study was to investigate the school based factors affecting academic performance of learners with learning disabilities in regular schools in Imo state Owerri Municipality in Imo state, Nigeria. This chapter contains a summary of the findings conclusions and recommendations based on the findings. Further research areas are also suggested.
The study adopted a descriptive survey design. Fifteen primary schools out of 23 primary schools (65%) in Imo state Owerri Municipality participated in the study. The respondents comprised of the 15 head teachers of the sampled schools and six teachers from each schools. Two written tests were also administered to 80 class three students to help in identifying learners with LD.
Summary of the Findings
Learner Based Barriers That Influence the Performance of Learners with LD
The study found that the main categories of learners with LD included; difficulties in simple arithmetic, difficulties in oral communication, difficulty in reading, difficulties in number concept, and listening skills problems. These categories of learning difficulties were determined through a testing tool (written tests), observation and from teachers reports.
Teachers’ Based Barriers That Influence the Performance of Learners with LD
This research objective was to establish the teachers’ based factors that influence the performance of learners with LD. The study found out that majority (over two thirds) of the teachers had not attended training courses for handling learners with LD. Furthermore only a negligible number of teachers had attended in-service courses for handling learners with LD. From the perceptions of the respondents, the study found that lack of training of teachers on handling learners with LD contributed to their low academic performance at a great extent. The study also found that majority of teachers used direct instructions in the inclusive classrooms with rare application of special methods. This too contributed to poor academic performance of the learners.
Concerning attitudes of teachers on inclusion of learners with LD, it was found that majority of the respondents supported the inclusion. The major reason given for inclusion of learners with LD is that they would not feel discriminated against thereby motivating them to improve their academic performance. The study also found the following teacher attributes affected academic performance of learners with LD; professional qualification, teachers’ experience, in-adequate syllabus coverage and teachers’ ability to adapt the curriculum
Curriculum Based Barriers Affecting Learners with LD
The third objective was to establish the curriculum based factors that affect the performance of learners with LD. Through the opinions of the respondents, it was found that the curriculum was not appropriate for learners with LD. The reasons given as to why the curriculum was not appropriate were; it was too wide for learners with LD, it didn’t cater for academic needs of learners with mixed abilities, it was too theoretical in that there were limited practical activities and it was too examinations oriented. All these limitations of the curriculum were found to affect the academic performance of learners with LD negatively. The study also identified areas that needed to be targeted for curriculum adaptation. These included; subject content, teaching method and teaching resources. Adaptation of the curriculum could help improve the performance of learners with LD.
Concerning availability of teaching and learning resources, the study found that chalk boards, written words and text books were mostly adequate in majority of the schools. It was also found that charts and diagrams were adequate in almost half of the sampled schools. Furthermore it was found that 3 dimension objects, aurals, audio visuals and projectors were the most inadequate teaching and learning resources in the sampled schools. Inadequacy of these teaching and learning resources was found to affect the academic performance of learners with LD negatively.
Infrastructural Based Barriers Affecting Learners with LD
The fourth objective was to find out the school infrastructural factors that affect performance of learners with LD. To start with, the study found that classrooms were inadequate. This meant there was congestion in classes leading to a high students/ teacher ratio. This was found to affect performance of learners with LD since their individual needs could not be well catered for in large classes. Secondly toilets were inadequate hence wastage of time as learners queue. This could affect academic performance of learners those with LD included. Thirdly, piped drinking water was inadequate and even not available at all in some schools. This again contributed to poor academic performance of learners with LD. Finally, furniture such as desks and chairs were not adequate in majority of the schools. This led to congestion of learners which interfered with concentration in classroom hence affecting academic performance of learners with LD. In some schools, furniture was found in deplorable conditions implying that learners would remain careful not to fall. This again could affect concentration in learning leading to poor academic performance.
Conclusion
Lack of training of teachers in special needs to handle students with LD negatively affected the performance of learners with LD. Failure to apply special teaching methods by teachers affected performance of learners with LD negatively. Furthermore, Teachers’ attributes such as qualification, experience and adequate syllabus affected performance of learners with LD. For example, when teachers had the right qualification and experience learners with LD could perform better. Concerning the curriculum, it was not appropriate for learners with LD and this contributed to poor performance of learners with LD. For instance the curriculum was too wide for learners with LD, it was too theoretical and it was too much examinations oriented. Therefore there was need for Curriculum adaptation to enhance academic performance of learners with LD. Additionally, Lack of teaching aids such as aurals, audio-visuals and projectors contributed to poor performance of learners with LD. Finally concerning school infrastructure, inadequacy of classrooms, drinking water, toilets, and furniture affected the performance of learners with LD negatively.
Recommendations
Based on the findings, the researcher made the following recommendations;
- All teachers in regular primary school should be trained in Special Needs education to be handle learners with The Ministry of Education should therefore organize for pre-service and in-service training courses on handling learners with LD. Training of the teachers in special needs would also enable them to adapt the regular school curriculum to enhance learning of learners with LD. This could subsequently contribute to improved academic performance of such learners with LD. Training of the Teachers could also enable them apply special teaching methods to enhance the learning of learners with LD hence improving their academic performance.
- The curriculum should be reviewed to make it more practical and less examination The MoEST should therefore carry out research to establish areas of curriculum overload with a view of narrowing it to suit learners with LD. The Ministry should also find other methods of gauging performance of learners with LD other than examinations. For instance recognition and nurturing of talents which can enable learners with LD to flourish in co- curricular activities such as sports and games. Teaching and learning resources should also be adapted to enhance learning of learners with LD in order to improve their academic performance. The teachers should therefore prepare teaching aids which could make learning practical and meaningful.
- The government should increase budgetary allocation for the Free Primary Education (FPE) in order to build more classrooms in schools, acquire enough furniture, avail safe drinking water and build enough The schools’ Board of Managements (BoM) should also solicit for funds through the Constituency Development Fund (CDF) to enhance the infrastructure. Finally, sponsors such as Non-governmental Organizations (NGOs) and Community Based organizations (CBOs) should help the schools in building and maintaining infrastructure.
REFERENCES
- Amadalo,M.,Shikuku,B., & Wasike,D.(2012). Investigation of factors that influence syllabus coverage in Secondary School Mathematics in Nigeria. International Journal of Humanities and Social Science Vol. 2 No. 15; August 2012
- Angrist, J. D., & Lavy, V. (2001). Does Teacher Training Affect Student Learning? Evidence from Comparisons in Jerusalem Public Schools. Journal of Labor Economics, 19(2), pp 343-369.
- Asagwara, K.C.P. (1997). Quality of Learning in Nigeria’s Universal Primary Education.
- The urban Review, Volume 29, Issue 3, pp 189-203.
- Avrimidis, E., Bayliss, P., & Burdon, R. (2000). A survey into mainstream teachers’ attitudes towards the inclusion of children with special educational needs in the ordinary school in one local education authority. Educational Psychology, 20(2), pp191-212.
- Baloglu, M., & Koçak, R. (2006). A multivariate investigation of the differences in mathematics anxiety, Personality & Individual Differences. Journal of Educational Sciences 40 (7), pp 1325−1335.
- Bartak, L., & Fry, J. (2004). Are students with special needs in mainstream classes adequately supported? Australian Journal of Learning Disabilities, 9(1), pp16-21.
- Bender, L.M. (2002) Teaching Leaners with Disabilities. Boston: Merril Prentice-Hall. Bender, L.M.,& William N. (2004). Learning Disabilities: Characteristics, Identification,
- and Teaching Strategies (5th Ed). Boston, MA: Pearson Education, Inc.
- Bergmann, P.E., Walker, J.A., & Garfinkel, B.D. (1992). Circle of Support: Building a Circle of Support, Cooperative Extension Service. University of Minnesota: St. Paul, MN.
