Determinants of Social Studies Curriculum Implementation by Teachers with Intellectual Disabilities in Selected Schools of Calabar South Local Government Area of Cross River State, Nigeria: Implication for Psychology

Q4 Social Sciences
Melvina A. Amalu, Ntamu Blessing Agbo, Emmanuel Uminya Ikwen, Enamhe Dorn Cklaimz, P. A. Okpechi, A. N. Bekomson, Kinsley Bekom Abang, Margeret Chukwurah, Ofoegbu Jude Uzodinma, C. P. Denwigwe, Rose Unwanung Adie, Dominic Ipuole Ogbaji, Ukam Joy Anthony, John. E. Effiom
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Abstract

Teachers with intellectual disabilities frequently have cognitive processing or perceptual problems. Visual processing problems interfere with understanding text, illustrations, and written work associated with a social studies lesson. Most social studies textbooks include many maps and graphs. For most teachers, these maps clarify the topics covered and those that should be covered as well; however, teachers with visual-spatial and visual-processing disorders may have difficulty interpreting such information. Hence, this study evaluated the factors that affected how the social studies curriculum was implemented by teachers with intellectual disabilities in a sample of schools in the Cross River State, Nigeria, Calabar South Local Government Area; implications for psychology. Two survey factors have been developed to guide the study. The variables under review were used to guide the literature review. The survey study's template was employed. Purposeful selection approaches were used to choose the 60 respondents that made up the study's sample. A structured questionnaire with 10 items and a four-point Likert scale was used to collect the results. Using the Cronbach Alpha reliability method, the instrument's approximate correlation was 0.78. The data was examined using a descriptive methodology. The findings of the study indicated that a teacher's teaching style and level of training among teachers with intellectual disabilities had an impact on how they instruct students in social studies. It was suggested that secondary school teachers with disabilities be given the opportunity to participate in curriculum development and implementation so that they can use student-centered methods in teaching.
尼日利亚克罗斯河州卡拉巴尔南地方政府区部分学校智障教师实施社会研究课程的决定因素:对心理学的启示
有智力障碍的教师往往在认知处理或感知方面存在问题。视觉处理问题会影响对与社会研究课相关的文字、插图和书面作业的理解。大多数社会研究教科书都包括许多地图和图表。对于大多数教师来说,这些地图阐明了所涉及的主题以及那些应该涉及的主题;但是,有视觉空间障碍和视觉加工障碍的教师在解读这些信息时可能会遇到困难。因此,本研究评估了影响尼日利亚克罗斯河州卡拉巴尔南地方政府区样本学校智障教师如何实施社会研究课程的因素;以及对心理学的启示。为指导研究,制定了两个调查因素。所审查的变量用于指导文献审查。采用了调查研究模板。采用有目的的选择方法,选出 60 名受访者组成研究样本。研究使用了一份包含 10 个项目和李克特四点量表的结构化问卷来收集结果。采用 Cronbach Alpha 可靠性方法,问卷的近似相关性为 0.78。数据采用描述性方法进行研究。研究结果表明,智障教师的教学风格和培训水平对他们如何指导学生学习社会学有影响。研究建议,应给予智障中学教师参与课程开发和实施的机会,以便他们在教学中使用以学生为中心的方法。
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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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