http://ir.library.ui.edu.ng/handle/123456789/556 scholarly 2025-09-27T08:24:49Z http://ir.library.ui.edu.ng/handle/123456789/9616 Title: The challenge of implementing inclusive education for children with hearing impairment in Nigeria Authors: Isaiah, O. O.; Aderibigbe, S. A. Abstract: This paper examined the concept of inclusive education, the characteristics of children with hearing impairment, benefits and the challenges of inclusive education. The authors identified some findings that highlighted the problems facing inclusive education in developing countries The paper finally focused on factors that could enhance the successful implementation of inclusive education especially in developing countries like Nigeria. 2012-07-01T00:00:00Z http://ir.library.ui.edu.ng/handle/123456789/9615 Title: Social support and counselling as determinants of quality of life among secondary school adolescents with hearing impairment in Ibadan, Oyo State, Nigeria Authors: Isaiah, O. O.; Amaize, S. O. Abstract: Adolescents with hearing impairment experience grievous psychological and emotional problems due to their hearing defect, culminating in their poor quality of life. Earlier studies in this direction have not done much. This study, therefore, examined the influence of social support and counselling on the quality of life among secondary school adolescents with hearing impairment in Ibadan, utilising the descriptive survey research design of correlational type for carrying out the study, while the purposive sampling technique was used to select sixty (60) respondents. The instruments used were structured questionnaire tagged ‘Social Support and Counselling Questionnaire (r = 0.64) and Students with Hearing Impairment Quality of Life Questionnaire (0.86) while four research questions were answered. Data were analysed using descriptive statistics, Pearson Product Moment Correlation, Multiple Regression Analysis. Social support (r = 906*, p <0.05) and counselling (r = 368*, p < 0.05) were positively correlated with the quality of life of adolescents with hearing impairment. Social support and counselling predicted improved quality of life of adolescents with hearing impairment (F(2 57) = 226.583, p < 0.05) and accounted for about 89% of the total variance to the dependent variable. The relative contributions of the independent variables to the quality of life of adolescents with hearing impairment are as follows: social support (b = 0.874), and counselling (b = 0.261). Social support and counselling are important factors that influence the quality of life of adolescents with hearing impairment. Therefore, parents, teachers, government at all levels and other relevant stakeholders are enjoined to ensure adequate provision of social support and counselling to improve the quality of life of adolescents with hearing impairment. 2023-01-01T00:00:00Z http://ir.library.ui.edu.ng/handle/123456789/9614 Title: Influence of knowledge on practice of deaf culture among students with hearing impairment in the South-west, Nigeria Authors: Isaiah, O. O.; Mohammed, O. A. Abstract: The study examined the level of knowledge about the practice of deaf culture of students with hearing impairment in the South-West, Nigeria. The study adopted the descriptive survey research design. A purposive sampling technique was used to select 673 students with hearing impairment in 12 integrated schools in six states of the South-West. A self-designed instrument tagged “Test of Knowledge of Students with Hearing Impairment on Deaf Culture ”(r=0.73) was used for data collection. Data collected were analysed using descriptive statistics of frequency count and percentage and inferential statistics of t-test. The findings of the study revealed that students with hearing impairment have a fair knowledge of deaf culture (1.61). It was also revealed that there was a significant difference between the level of knowledge about the deaf culture of students with hearing impairment with deaf parents and those with hearing parents (t=3.83; df=671). There was a significant difference between knowledge about deaf culture among students with pre-lingua! and those with post- lingual hearing loss (1=6.94: df=671). There was also a significant difference between the level of knowledge about deaf culture of male and female students with hearing impairment (t=3.94). Knowledge about deaf culture was greatly determined by parents’ hearing status, the onset of hearing impairment and students’ gender. There is an urgent need to incorporate deaf culture into the educational system in the integrated secondary schools to meet the cultural, social and linguistic needs of students with hearing impairment. 2022-06-01T00:00:00Z http://ir.library.ui.edu.ng/handle/123456789/9160 Title: Psychosocial and personal factors on identification of gifted and talented students in Owerri municipal, Imo State, Nigeria Authors: Adelodun, G. A.; Ibeabuchi, G. I. Abstract: The study investigated on psychosocial and personal factors as correlates of identification of gifted and talented students in Owerri Municipal, Imo State. The study adopted a descriptive survey research design of correlational type. The population of the study was 2,893 with a sample size 155 teachers in secondary schools in Owerri, Imo State, selected through simple random sampling techniques representing 5% of the total population. The data were collected using Teacher-student relationship Rating Scale, Teachers' self-efficacy Rating Scale and Teachers' knowledge Rating Scale. The instruments were subjected to a reliability test using Spearman Brown Rank Order which yielded a correlation coefficient of r=0.76, 0.71 and 0.83 respectively. Data collected were analyzed using the inferential statistics of Person Product Moment Correlation (PPMC) and Multiple Regression and at 0.05 alpha level of significance. The findings revealed a significant relationship between teacher-student relationship (r=.510, p(.000)<.05), teachers' self-efficacy (r=.509, p(.000)<.05), and teachers' knowledge (r=.217, p(.007)<.05) respectively and identification of gifted and talented students. The relationship of the three independent variables (teachers' self-efficacy, teacher-student relationship, teachers' knowledge) to the prediction of the dependent variable that is, identification of gifted and talented students showed a coefficient of multiple correlation R=.554 and a multiple R2of .307. Finally, the result revealed a relative contribution of the three independent variables to the dependent variable, expressed as beta weights, viz: Teachers' self- efficacy (6=307, p<.05), teacher-student relationship (6=.288, p<.05), and teachers' knowledge (6=.019, p>.05). Based on these findings, it is recommended that teacher-student relationship must always be cordial in every school since it has been established that it enhances the identification of gifted and talented students in schools. 2022-06-01T00:00:00Z