Teachers' utilization of instructional accommodations in teaching learners with dysgraphia in Cross River and Akwa-Ibom State

Samuel ORIM ORIM

Doctoral thesis

Abstract:

Dysgraphia as one of the special needs conditions impact negatively on the psycho-social and educational fortune of individuals with the disability especially learners in the school system. Despite this, global legislation and policy mandate stakeholders to provide equal right and access to quality education. To achieve this, international best practice or strategy like reasonable accommodations has become a common feature in the education of learners with dysgraphia. Thus, this research focused on teachers' utilization of instructional accommodations in teaching learners with dysgraphia in Cross River and Akwa-Ibom state, Nigeria. The research primarily investigated the influence of teachers' teaching experience among other related variables on the use of instructional accommodations in classroom; it was guided by five hypotheses formulated by the researcher. It adapted a quantitative research approach and ex-post facto design with 119 participants purposively sampled from 169 teachers, principals and head teachers in six special schools in the states, 111 of the participants were teachers who responded to questionnaire and eight were head teachers and principals who took part in the interview. A 60 item questionnaire with five points response scale tagged Questionnaire on teachers' utilization of instructional accommodations (QTUIA) and Questionnaire for evaluation of teachers competence on instruction accommodations for learners with dysgraphia (QETCIALD) was developed by the researcher, vetted by experts in dysgraphia, educational measurement and interview were used as instruments for data collection. To ensure validity and reliability Cronbach Alpha method was used to determine the reliability scores which was between 0.79-0.88 and a pilot study was also conducted to trial test the instruments. Data from the field were analyzed using chi square test of two by three contingency table and independent t test with the help of SPSS software, and all the hypotheses were tested at .05 level of significance. Findings from the research as indicated in hypotheses one and three revealed that teachers' teaching experience and participation in conferences/ workshops in special education does not significantly influence their ability to use instructional accommodations in education of learners with dysgraphia while results for hypotheses two, four and five has shown that teachers' competence, specialized training , and attitudes of teachers are significant and critical variables that determine the use of reasonable instructional accommodations in education of these learners in Cross River and Akwa-Ibom state, Nigeria. Based on these findings the researcher recommended among many others that stakeholders particularly school management should de-emphasize seniority criteria based on teaching experience when assigning teaching responsibilities as it relates to learners with dygraphia, teachers' capacity should be improved professionally to increased their knowledge and competence in use instructional accommodations in education of learners with the disability, institutions with special needs education programmes in Nigeria should develop full course on instructional accommodations to further equip or produce special teachers for varied inclusive classrooms, more concerted efforts should geared towards advocacy on accommodations and continuous attitudinal re-orientation to improve and sustain the desire result, quality assurance and regulatory bodies in education sector should re-train their staff to adjust the policy on accommodations to global benchmark without neglecting national interest and monitor the practice of instructional accommodations to meet professional standards without compromising the interest and needs of the learners. Finally, suggestions were made to further improve and expand research on this subject matter to support the use of instructional accommodations with research based evidence.

Abstract:

Dysgraphia as one of the special needs conditions impact negatively on the psycho-social and educational fortune of individuals with the disability especially learners in the school system. Despite this, global legislation and policy mandate stakeholders to provide equal right and access to quality education. To achieve this, international best practice or strategy like reasonable accommodations has become a common feature in the education of learners with dysgraphia. Thus, this research focused on teachers' utilization of instructional accommodations in teaching learners with dysgraphia in Cross River and Akwa-Ibom state, Nigeria. The research primarily investigated the influence of teachers' teaching experience among other related variables on the use of instructional accommodations in classroom; it was guided by five hypotheses formulated by the researcher. It adapted a quantitative research approach and ex-post facto design with 119 participants purposively sampled from 169 teachers, principals and head teachers in six special schools in the states, 111 of the participants were teachers who responded to questionnaire and eight were head teachers and principals who took part in the interview. A 60 item questionnaire with five points response scale tagged Questionnaire on teachers' utilization of instructional accommodations (QTUIA) and Questionnaire for evaluation of teachers competence on instruction accommodations for learners with dysgraphia (QETCIALD) was developed by the researcher, vetted by experts in dysgraphia, educational measurement and interview were used as instruments for data collection. To ensure validity and reliability Cronbach Alpha method was used to determine the reliability scores which was between 0.79-0.88 and a pilot study was also conducted to trial test the instruments. Data from the field were analyzed using chi square test of two by three contingency table and independent t test with the help of SPSS software, and all the hypotheses were tested at .05 level of significance. Findings from the research as indicated in hypotheses one and three revealed that teachers' teaching experience and participation in conferences/ workshops in special education does not significantly influence their ability to use instructional accommodations in education of learners with dysgraphia while results for hypotheses two, four and five has shown that teachers' competence, specialized training , and attitudes of teachers are significant and critical variables that determine the use of reasonable instructional accommodations in education of these learners in Cross River and Akwa-Ibom state, Nigeria. Based on these findings the researcher recommended among many others that stakeholders particularly school management should de-emphasize seniority criteria based on teaching experience when assigning teaching responsibilities as it relates to learners with dygraphia, teachers' capacity should be improved professionally to increased their knowledge and competence in use instructional accommodations in education of learners with the disability, institutions with special needs education programmes in Nigeria should develop full course on instructional accommodations to further equip or produce special teachers for varied inclusive classrooms, more concerted efforts should geared towards advocacy on accommodations and continuous attitudinal re-orientation to improve and sustain the desire result, quality assurance and regulatory bodies in education sector should re-train their staff to adjust the policy on accommodations to global benchmark without neglecting national interest and monitor the practice of instructional accommodations to meet professional standards without compromising the interest and needs of the learners. Finally, suggestions were made to further improve and expand research on this subject matter to support the use of instructional accommodations with research based evidence.

Keywords

Dysgraphia, Education, Special needs, Teaching

Language used: English

Date on which the thesis was submitted / produced: 30. 5. 2018

Thesis defence

• Date of defence: 18. 6. 2018

PALACKÝ UNIVERSITY OLOMOUC

Faculty of Education

Doctoral programme / field:
Special Education / Special Education