Teachers' and Counsellors' Knowledge and Skills in Managing Students with Special Needs in Ekiti State Secondary Schools

Aderibigbe, Ibukun Faith (2019)

xv,90 Pages

Thesis

Thesis

The study determined the types and proportion of learners with special needs in Ekiti State Secondary Schools. It also assessed the level of teachers’ and counsellors’ knowledge and skills in managing students with special needs in Ekiti State Secondary Schools. The study also assessed teachers’ and counsellors’ perception of the learners’ school adjustment and integration. Furthermore, it identified the skills teachers and counsellors use in handling the special students. These were with a view to providing information on the competence of teachers and counsellors in managing students with special needs in Ekiti State public Secondary Schools. The study adopted a descriptive survey research design. The population of the study comprised all the public secondary school teachers (9,257) and counsellors (187) in Ekiti State as at 2017/2018 academic session. The study sample comprised 480 teachers and 48 counsellors which were selected using multistage sampling procedure. At the first stage, one Local Government Area (LGA) was selected from each of the three senatorial district in Ekiti State using simple random sampling procedure. From each of the LGAs, sixteen public secondary schools were selected using stratified random sampling procedure with junior and senior public secondary schools as stratum for selection. Lastly, one counsellors and ten teachers were selected in each of the sixteen schools using purposive sampling procedure. This made a total of 480 teachers and 48 counsellors. A researcher developed questionnaire entitled “Knowledge and Skills for Managing Special Students” (KSMSS) was used to collect data. The instrument contained four subscales that measured types and proportion of students with special needs, teachers’ and counsellor’ knowledge, teachers’ and counsellors’ skills and teachers’ and counsellors’ perception of special students’ school adjustment and integration. Data collected were analysed using frequency counts, percentages, mean, standard deviation, t-test, one way ANOVA. The result revealed that students with special needs in Ekiti state public secondary schools are majorly visually impaired. The teacher reported that 81.6% of students with special needs are visually impaired while the counsellors reported that75.0% of the special students to be partially blind. Similarly, 47.7% and 70.5% of teachers and counsellors respectively in the state indicated that they have average knowledge in managing students with special needs. Furthermore, while 77.6% of teachers displayed average skills, 43.5% of counsellors displayed average skills in managing students with special needs. The result further showed that 30% of teachers and 60% of counsellors showed love and affection as their coping strategy to students with special needs respectively. On adjustment and integration of students with special needs, 74.3% of teachers and 72% of counsellors respectively displayed good perception.The result of the study further showed that sex did not significantly influence teachers’ and counsellors’ knowledge and skills in managing students with special needs (t367 = 1.41, p<0.05) and (t42 = 0.853, p<0.050) for teachers and counsellors knowledge respectively and (t 357 = 0.501, p<0.05) and (t42 = 0.620, p<0.05) for teachers and counsellors skills respectively whereas,length of service of teachers and counsellorssignificantly influenced their knowledge and skills in managing students with special needs of (F2, 388 = 6.21, p <0.05) and (F1, 42 = 2.65, p >0.05) for teachers’ and counsellors’ knowledge and (F2, 377 = 10.90, p <0.05) and (F1, 42 = 1.23, p >0.05) for teachers and counsellors’ skills respectively. The study concluded that teachers and counsellors in Ekiti State had average level of competence in managing students with special needs.