This study aimed to identify the prevalence of nomophobia syndrome among university students withdisabilities (SWDs) at Sultan Qaboos University (SQU), Oman. A convenience sample of 63 SWDs completed an onlineArabic version of the Nomophobia Questionnaire (NMP-Q), which assesses four sub-dimensions: not being able toaccess information, losing connectivity, not being able to communicate, and giving up convenience. Results showed ahigh prevalence of nomophobia among SWDs on all four sub-dimensions of the NMP-Q, with no significant differences inlevels of nomophobia based on gender or disability category. These results highlight the technological challenges facedby SWDs and point to the need for universities to implement psychological, social, and academic support programs.Interventions that cultivate a healthier relationship with technology, such as workshops that include smartphone usestrategies and self-assessment tools to identify personal triggers, can help SWDs manage nomophobia. Integratingnomophobia awareness into university curricula and conducting further research on its impact on academic achievementare also recommended.
Introduction: Globally, individuals with intellectual disabilities face well-documented challenges in maintainingconsistent personal hygiene. Evidence from high-, middle-, and low-income settings consistently linked poor hygiene practices toelevated infection risk, social marginalization, and diminished health-related quality of life. Despite this growing body ofinternational evidence, hygiene habits and health perceptions of individuals with Mild Intellectual Disability (MID) in sub-SaharanAfrican contexts, including Nigeria, remain poorly understood and seldom empirically examined. This study investigated therelationship between personal hygiene practices and perceived health status among individuals with MID in Calabar metropolis,Cross River State, Nigeria.Method: Two research questions and one research hypothesis were raised to guide the study. A survey design was employed,and data were collected from a purposive sample of 120 participants aged 10 - 18 enrolled in special education programs.Personal hygiene was measured using a structured Personal Hygiene Checklist completed by the primary teacher or caregiverwith the most consistent daily contact with the participant. Where both were available, the individual with the closest routineinteraction was selected to minimize variability in observation. Perceived health status was assessed using a Likert-type scaleappropriate for students with MID (ranging from poor to very good). Descriptive statistics and ordinal logistic regression wereemployed to analyze the data at a 0.05 level of significance.Results: Generally poor hygiene practices across key daily care activities, including handwashing, toothbrushing, bathing, nailcare, clothing cleanliness, and toilet use, alongside a relatively fair level of perceived health status. Inferential statistics indicateda statistically significant association between personal hygiene behaviors and perceived health status across all hygieneindicators.Conclusion: This research provides evidence of a meaningful association between personal hygiene practices and perceivedhealth status among individuals with MID. These findings indicate that improved hygiene behavior is positively correlated withhigh perceived health status among persons with MID. Structured hygiene training with visual aids, regular reinforcement, familyschool partnership, and periodic monitoring were recommended. The findings can be used to shape school-based support andcommunity-based interventions that are aimed at enhancing preventive health practices among intellectually disabled individuals
Vaccine hesitancy presents significant challenges and risks to public health worldwide. Certain groups, suchas parents of children with Autism Spectrum Disorder (ASD), are more vulnerable to vaccine hesitancy due to concernsabout safety, past controversies, and misinformation surrounding autism and immunization. This research aimed toevaluate various aspects of vaccine hesitancy among parents of children with ASD and other neurodevelopmentaldisorders (NDDs), highlighting key concerns that may influence their vaccination decisions. The study was based ondata collected from a researcher-developed questionnaire examining parental attitudes and concerns regardingchildhood vaccination. Participants included 225 parents of children diagnosed with NDD (ASD or other). Resultsrevealed significant differences between the two groups of parents at the item, factor, and total-score levels, with themost prominent discrepancies regarding vaccine-related concerns (safety, side effects, and autism causality) and trustand acceptance of vaccination practices. However, vaccination decisions did not differ significantly by diagnosis,indicating that while attitudes and trust levels vary, vaccination behaviors remain consistent across diagnoses.Implications for practice include the need for tailored health messaging that addresses the specific fears and distrust ofparents of children with neurodevelopmental disorders, particularly those with ASD. Effective communication strategiesshould be employed to provide emotional support, not just information, to improve vaccine acceptance and reducehesitancy.
This study examined the roles of teachers and school psychologists in post-diagnostic educational planningfor learners with intellectual disability in Calabar Metropolis, Cross River State, Nigeria. It aimed to investigate howdiagnostic information is translated into educational plans, how professional roles are enacted and coordinated, and theextent to which these processes influence the quality of individualized educational support. A descriptive survey designwas adopted, involving 202 teachers and 68 school psychologists selected through a multi-stage sampling technique.Data were collected using a validated and reliable Questionnaire on Post-Diagnostic Planning (Cronbach’s alpha = 0.81).Analyses included independent-samples t-tests, Pearson correlations, one-way ANOVA, Tukey HSD post hoc tests, andmultiple regression, all conducted at the 0.05 significance level. Findings revealed no significant difference betweenteachers’ and psychologists’ roles in planning (t = -1.02, p = 0.309), but collaboration between teachers andpsychologists positively correlated with planning effectiveness (r = 0.61, p < 0.001). Professional qualificationsignificantly influenced teachers’ effectiveness (F = 6.84, p = 0.002), while years of experience significantly enhancedpsychologists’ effectiveness (F = 5.91, p = 0.004). Moreover, institutional support significantly predicted planning quality(β = 0.48, t = 8.21, p < 0.001). The study concludes that effective post-diagnostic educational planning depends onhuman factors (experience and qualifications), organizational support, and interprofessional collaboration. These findingshighlight the need for capacity-building programs, structured collaborative practices, and supportive institutional policiesto enhance educational outcomes for learners with intellectual disabilities.
The study examines autism awareness in two countries, focusing on knowledge of the diagnostic process and support for children and their families. 1,618 participants /1,052 - Bulgaria and 566 - Greece/ were provided with an online survey that contained statements about the most important reasons why parents seek professional help, the prognosis of the disorders, and the inclusion process. The results show that participants from both countries report stereotyped and other ritualistic behaviors, social dysfunctions, and speech and language dysfunctions as significant reasons for parents to consult professionals about their children. Participants from Bulgaria placed greater importance on the first two characteristics. The participants also responded relatively positively to the statement that children with autism can grow up to live independent lives, have jobs, income, and families, and even more supported the statement that “Early interventions and therapies can lead to significant improvements in the social and communication skills of children with autism”, with participants from Bulgaria showing more support for both statements.
Introduction: Mental health conditions are significantly more prevalent among individuals with intellectual disability (ID) compared to the general population, yet tailored interventions remain limited. This review synthesises recent evidence on the effectiveness of interventions designed to enhance mental health outcomes in this group, focusing on approaches adapted to their cognitive and social needs. Methods: A systematic literature review was conducted following PRISMA guidelines. PubMed, PsycINFO, Web of Science, Scopus, and the Cochrane Library were searched for studies published between 2020 and 2025. A total of 901 records were screened, with 12 empirical studies meeting the inclusion criteria. Eligible studies evaluated interventions targeting mental health outcomes among individuals with ID using quantitative research designs. Findings: Interventions identified included cognitive-behavioural therapy, mindfulness-based practices, physical and cognitive training, integrative healthcare, peer mentoring, psychoeducation, and technology-assisted approaches. Adapted cognitive-behavioural and mindfulness interventions improved emotional regulation, coping, and quality of life. Physical activity programmes and peer mentoring fostered resilience and social inclusion, while technology-assisted therapies showed feasibility and acceptability. However, outcomes varied according to participant characteristics, delivery methods, and contextual factors. Notably, gaps remain in standardising outcome measures and assessing long-term sustainability. Conclusion: Evidence suggests that multidisciplinary, individualised, and community-based interventions hold promise for enhancing mental health outcomes in people with ID. Collaborative approaches involving healthcare providers, families, and individuals are essential. Future research should prioritise scalable interventions, professional training, and policy integration to ensure equitable, evidence-based support for this underserved population.
This research investigated how educational management influences early identification and the consistent implementation of inclusive interventions for adolescents with intellectual disabilities (IDs) in Nigerian secondary schools. Employing a descriptive research design, the study sampled 377 participants, including school administrators, special educators, and classroom teachers from both public and private schools in Cross River State, using a stratified sampling approach. Data were gathered via a structured questionnaire and analyzed through descriptive statistical methods. The results indicated that educational management effectively facilitates early diagnosis by providing timely screening, allocating necessary resources, organizing staff training, promoting collaborative practices, communicating policies clearly, and systematically monitoring identification data. In contrast, the study revealed that the fidelity of intervention implementation was generally low. Key inclusive strategies, such as individualized education plans, differentiated instruction, functional life-skills training, assistive technology utilization, and classroom modifications, were applied inconsistently. Moreover, managerial practices were found to have limited impact on intervention fidelity, reflecting insufficient supervision, guidance, resource allocation, and feedback processes. These findings highlight a gap between inclusive education policy and its execution at the classroom level. The study emphasizes the need for strengthened professional development, enhanced monitoring, systematic supervision, and collaborative structures to improve the consistency of interventions and promote positive developmental outcomes for adolescents with intellectual disabilities.
The COVID-19 pandemic presented serious challenges to special education systems, particularly for caregivers responsible for persons with Intellectual Disabilities (ID). Because of the low intellectual functioning, most individuals with ID lack the capacity to follow basic rules that can enhance their well-being; hence, they depend on caregivers for their everyday living. This study examined how caregivers' attitudes and hazard incentives influenced their adherence to COVID-19 safety protocols in Childcare and Treatment Home/School Home/School, Akoka, Lagos, Nigeria. 159 caregivers participated in the study, employing a correlational survey approach. Data were collected using a researcher-designed instrument titled “Caregivers' Attitude, Hazard Incentive, and COVID-19 Precautionary Compliance Questionnaire” (CAHICPCQ). The collected data were analysed using simple linear regression and multiple linear regression with dummy-coded hazard incentive variables. Results revealed that caregivers’ attitude significantly predict compliance with COVID-19 precautionary measures, F(1,157) = 48.99, R = .48, R² = .24, β = .49, p < .001. Hazard incentives also significantly influenced compliance at the model level, F(7,151) = 2.84, R² = .116, adjusted R² = .075, p = .008; however, among the individual incentive variables, only personal sanitiser availability was a significant positive predictor (B = 6.60, β = .177, p = .027). These findings emphasize the necessity of attitudinal training and institutional incentives to improve caregivers' compliance, especially during public health emergencies. The study suggests that special education stakeholders should prioritize behavioural support programs and structured hazard incentive systems to protect caregivers and children with ID.
Background: Mapping students with intellectual disabilities' (ID) knowledge structures is a critical challenge in inclusive education. Traditional assessments often fail to capture the nuanced cognitive development of this population. This limits teachers’ ability to design differentiated interventions. This study aimed to develop and test a SOLO Taxonomy-based Automated Assessment (SOLO-AA) system tailored for students with mild to moderate intellectual disabilities. It also examines its effectiveness in mapping hierarchical knowledge structures. Method: An exploratory sequential mixed-methods design was used. In the qualitative phase, in-depth interviews with six special education teachers and analysis of lesson plans revealed linguistic limitations, fragmented knowledge, and a reliance on visual and contextual learning. These findings informed the design of a visual-interactive assessment system. In the quantitative phase, SOLO-AA was piloted with 30 students aged 11-15 years. Content validity was evaluated using Aiken’s V. Reliability was assessed with KR-20 and Rasch modeling. Result: Content validity reached a score of 0.89 (highly valid), and KR-20 reliability was 0.82 (highly reliable). Most students were at the unistructural (36%) and multi-structural (30%) levels. Fewer reached the relational level (15%), and only 3% reached the extended abstract level. Rasch analysis showed person reliability of 0.79 and item reliability of 0.91. This indicates instrument stability and appropriate item difficulty for this population. Visual-based items were significantly easier. Tasks requiring concept integration were more challenging. Conclusion: SOLO-AA provides a fine-grained mapping of students’ knowledge structures, moving beyond binary judgments. It helps teachers design differentiated instruction, improves diagnostic precision, and offers a scalable AI-assisted solution for inclusive education. This study links SOLO-AA with adaptive automated assessments and shows its utility in special education. Future research should include diverse ID populations, employ longitudinal designs, and integrate culturally relevant content to deepen contextual meaning.
Background: Inclusive higher education is increasingly recognized as a pathway for enhancing functional independence and employment outcomes among students with mild intellectual disability. University-based educational interventions aim to support adaptive functioning (AF) and employment readiness (ER); however, empirical evidence regarding their effectiveness in Nigerian universities remains limited. Objective: This study examined the perceived impact of university-based educational interventions on AF and ER among students with mild intellectual disability and explored whether these domains jointly predict overall intervention effectiveness. Methods: A quantitative descriptive research design was employed. Structured questionnaires were administered to 92 students; 84 were completed and returned, yielding a response rate of 91.3%. Among respondents, 46 were male, and 38 were female; all were included in the analyses. Descriptive statistics summarized perceived outcomes of interventions, while multiple regression analysis examined the predictive relationship between AF, ER, and overall intervention effectiveness. Results: The findings indicated that university-based interventions were associated with perceived improvements in communication, problem-solving, social interaction, self-care, task completion, and engagement with career support services. The independent t-test analyses showed no significant differences in overall AF by gender or ER by age, though minor item-level variations were observed. While AF and ER individually reflected positive outcomes, their combined effect did not significantly predict overall intervention effectiveness, suggesting that additional contextual and programmatic factors influence perceptions of success. Conclusion: University-based educational interventions contribute meaningfully to the development of adaptive and employment-related skills among students with mild intellectual disability. The findings highlight the importance of a holistic approach that integrates academic instruction, vocational preparation, social support, and institutional resources to enhance overall program effectiveness. Overall, students perceive these interventions as beneficial in promoting independence, practical skills, and workforce preparedness.
Background: Due to the poor academic achievement of identified SS1 students with mild intellectual disabilities in public secondary schools, this research investigates how gender interacts with self-efficacy regarding mathematics achievement. The goal is to improve these students' academic achievement in mathematics. Studies on the interactive effects of gender and self-efficacy on mathematics achievement in Nigeria are scarce. Objective: This paper examines the interactive effect of gender and self-efficacy on the mathematics achievement of SS1 students with mild intellectual disabilities in the Calabar Education Zone of Cross River State, Nigeria. Methodology: An ex-post facto design was adopted. The study population consisted of 4,031 Senior Secondary (SSI) students with mild intellectual disabilities in the Calabar Education Zone of Cross River State, Nigeria. A sample of 538 students was selected (286 males and 252 females). The instruments used for data collection were the Mathematics Achievement Test (MAT) and a Mathematics Self-Efficacy Rating Scale Questionnaire (MSERSQ). The reliability coefficients were strong (KR-20 = 0.83, Cronbach's Alpha = 0.79) for the MAT and MSERSQ, respectively, indicating good reliability. The study was guided by two research hypotheses. Descriptive statistics were used to describe the collected data, while analysis of covariance and Pearson product-moment correlation were used to test the first hypothesis, and a two-way ANOVA was used to test the second hypothesis. Results: The analysis using Pearson product-moment correlation indicated a significant positive correlation between self-efficacy and mathematics achievement among students with mild intellectual disabilities (r = 0.656, n = 538, p < 0.05). The results of the two-way ANOVA indicated a statistically significant interaction between gender and self-efficacy on mathematics achievement (F = 13.670, n = 538, p = 0.000). This interaction suggests that the influence of self-efficacy on mathematics achievement varies by gender. Specifically, male students (mean = 31.818, SD = 8.320) tended to achieve higher mathematics scores than female students (mean = 27.389, SD = 7.736) did, given their self-efficacy levels. Conclusion: The study found a significant positive relationship between self-efficacy and mathematics achievement, and an interaction between gender and self-efficacy among students with mild intellectual disabilities. Unique Contribution: This paper highlights the unique influence of self-efficacy and the interactive effect of gender and self-efficacy on students with mild intellectual disabilities' mathematics achievement. Recommendation: The government should ensure that sufficient qualified counselors are recruited to help raise students' self-efficacy and guide them accordingly.
Aim: Understanding how these digital resources are being utilized in special education contexts is essential to improving learning outcomes and bridging the digital divide for students with intellectual disabilities. The study examined the use of assistive digital resources to enhance learning for students with intellectual disabilities in Cross River and Akwa Ibom States, Nigeria. Five study objectives were stated to guide the research. Five research questions were formulated, and three hypotheses were stated. A literature review was conducted in line with the study variables. Method: This study adopted a descriptive survey research design. The area of the study is Cross River and Akwa Ibom States. The population of this study comprises all six special education and inclusive schools in Cross River and Akwa Ibom States—709 teachers, school heads, and education officers were directly involved in teaching or supporting students with intellectual disabilities—3,020 Students with intellectual disabilities (where possible, for observational data). A multi-stage sampling technique was used. A purposive sampling was used to select 4 LGAs, stratified sampling was used, and a simple random sampling technique was used. The instrument for data collection is a questionnaire, which was validated by experts in Measurement and Evaluation at the University of Uyo. The instrument was subjected to test reliability using the Cronbach Alpha reliability method. The test result revealed a reliability index of 0.81. Data from the questionnaire was analyzed using descriptive statistics (mean, frequency, percentage) and inferential statistics (Pearson correlation, independent t-test) to test the hypotheses. Results: The results revealed a significant relationship between the availability of assistive digital resources and their utilization level in teaching students with intellectual disabilities. There is also a significant relationship between the use of assistive digital resources and the learning outcomes of students with intellectual disabilities. There is a significant difference between urban and rural schools in the availability of assistive digital learning tools for students with intellectual disabilities. Conclusion: Based on the study's results, it was concluded that there is a significant relationship between the availability of assistive digital resources and their level of utilization in teaching students with intellectual disabilities. There is also a significant relationship between the use of assistive digital resources and the learning outcomes of students with intellectual disabilities. There is a significant difference between urban and rural schools in the availability of assistive digital learning tools for students with intellectual disabilities. Recommendation: Schools and disability support centers should implement peer-mentoring programs and anti-drug clubs that empower students to resist negative peer pressure.
Background: Individuals with disabilities frequently face challenges in accessing healthcare services. Despite growing attention to disability inclusion worldwide, there remains a significant lack of comprehensive needs assessments for individuals with physical and intellectual disabilities in Saudi Arabia. Moreover, there is limited research integrating both quantitative and qualitative findings to provide an evidence-based roadmap for policy and intervention improvements. Objective: to systematically review the needs assessment for physically and intellectually disabled individuals in Saudi Arabia, focusing on the challenges they face, the services available to them, and the existing gaps in support. Methods: This study employed a qualitative approach to explore the barriers faced by individuals with physical and intellectual disabilities in Saudi Arabia. Semi-structured interviews were conducted with educators and caregivers who met specific selection criteria, including relevant experience in special education or caregiving roles. The interviews included open-ended questions to gather in-depth perspectives on educational, societal, familial, curricular, and behavioral challenges. Data collected from these interviews were transcribed and analyzed using thematic analysis with NVivo software. The analysis process involved coding the data, categorizing emerging themes, and ensuring credibility through strategies such as member checks and expert validation. Results: The study identified several critical barriers experienced by disabled individuals in Saudi Arabia. Educational challenges included a lack of specialized teacher training and inadequacies in addressing diverse learning needs. Societal obstacles, such as stigma and rejection, hindered social inclusion and acceptance. Familial constraints were noted, with limited parental engagement often caused by time pressures and a lack of knowledge. Curricular shortcomings highlighted the rigidity and inflexibility of current educational programs, which failed to cater to individual needs. Lastly, behavioral and emotional challenges, including self-injurious behavior and communication difficulties, were prevalent among disabled individuals. These findings underscore the urgent need for systemic reforms and collaborative efforts to improve support systems. Conclusion: This systematic review underscores the significant barriers faced by physically and intellectually disabled individuals in Saudi Arabia, ranging from limited accessibility in healthcare and public spaces to systemic challenges in education and parental involvement. It underscores the prevalence of physical disabilities (67.3%) among the studied population and identifies that 56.7% of individuals face notable barriers, such as inadequate infrastructure and insufficient specialized healthcare services. Quality-of-life assessments reveal a need for interventions to enhance physical and social inclusion.
Background: Cardiovascular diseases (CVDs) are the primary reason for demise and disability worldwide, with a particularly severe problem in low- and middle-income nations. Among individuals with intellectual disabilities (ID), the coexistence of cognitive impairments, mental health conditions, and barriers to medical care significantly increases health risks. Objective: This review discovers the bidirectional connection between cardiovascular disease and mental health disorders in individuals with ID. It aims to classify risk factors, examine care disparities, and evaluate the need for targeted interventions. Methods: A descriptive review methodology was employed. A total of 1,182 articles were initially retrieved from PubMed, Scopus, and PsycINFO using a focused keyword strategy encompassing CVD, mental health, and intellectual disability. After applying inclusion criteria centered on disability relevance and peer-reviewed content, 914 articles were shortlisted. From these, 173 studies were selected based on quality and contextual suitability. Results: The review identified a consistent pattern of underrepresentation of individuals with ID in cardiovascular and psychiatric research despite their increased rates of congenital heart defects, lifestyle-related risk factors, and untreated mental health issues. Diagnostic overshadowing, resource constraints for caregivers, and a lack of appropriately adapted therapies further aggravate their vulnerability. Evidence suggests that caregiver-supported and community-based interventions, when customized for this population, can improve health outcomes. Conclusion: The interplay between cardiovascular disease and mental health in people with ID constitutes a complex clinical and public health challenge. A disability-sensitive research and care framework is urgently needed. Future approaches should focus on early screening, tailored interventions, integrated care models, and inclusive health policies to adequately support this marginalized population.
Background: Cerebral palsy (CP) is a neurological disorder affecting movement, muscle tone, and posture. It is often caused by damage to the developing brain, usually before, during, or shortly after birth. The condition can have a significant emotional, physical, financial, and social impact on parents. This study investigated the effect of counseling services on the parental management of children with CP in Enugu State. Methods: A pre-test and post-test quasi-experimental design was adopted. A validated self-developed Parent of Cerebral Palsy Management Self-Report Scale (PCPMSS, r-0.78) was used for data collection. The Counseling Treatment Package (CTP) was used as the intervention in the study. Parents of children with Cerebral palsy were exposed to eight weeks of counseling sessions. The data collected were statistically analyzed using a pairwise t-test to measure the effectiveness of the intervention. One sample t-test was also used to test self-report intervention effectiveness and satisfaction with the intervention. Results: The results indicate that parents exposed to family counseling improved significantly in handling family-oriented challenges. Counseling intervention improved the emotional stability of parents of children with CP. Conclusion: It was recommended, among other things, that counseling services and other evidence-based interventions be provided for parents of children with CP to equip them with relevant coping skills and resources needed to support their children’s development.
Aim: This study investigated the use of digital resources for learning among students with intellectual disabilities in Southern Nigeria. Method: A descriptive survey design was adopted. The study involved 530 participants, including special education teachers, school administrators, and caregivers across six states in Southern Nigeria, selected through a multi-stage sampling technique. Data were collected using a structured questionnaire (DRUSEQ) with a reliability coefficient of 0.80. Descriptive statistics and Pearson's Product Moment Correlation were used for analysis. Results: Findings revealed moderate availability of digital tools, particularly Smart Boards and text-to-speech software, but low and inconsistent usage among students with intellectual disabilities. Infrastructural and financial constraints were key barriers, with teacher training and student motivation also playing roles. While most stakeholders valued digital tools, a notable minority expressed skepticism. A statistically significant but weak positive relationship was found between digital resource usage and educators’ perceptions of student learning outcomes. Recommendation: Greater investment is needed to provide assistive digital tools and address systemic issues such as funding, internet access, and technical support in special education settings.
Asymmetrical form and structural features of the brain can occur both as physiological hemispheric differences and as pathological left-right disparities. This review starts with findings on physiological brain development. It focuses primarily on non-physiological asymmetries between the left and right brain hemispheres and their impact on brain function, particularly motor functions. These are discussed in the context of cerebral palsy, specifically unilateral cerebral palsy, with a particular emphasis on genetic aspects. Pathogenic variants in specific genes can have diverse effects on structural brain development and, consequently, brain function. Several groups of genes must be distinguished based on their impact on the developing brain. These include variants in genes related to the coagulation system, angiogenesis, mitochondrial functions, and oxidative phosphorylation, which contribute to encephaloclastic lesions in the developing brain (e.g., periventricular or subcortical leukomalacia). These are distinct from gene variants that lead to disruptions in neuronal induction, proliferation, migration, aggregation, differentiation, and synaptic connectivity. Neurological symptoms, such as the development of spastic hemiparesis/cerebral palsy, can arise from genetically caused structural-functional disorders at both macroscopic (e.g., hemimegalencephaly) and microscopic levels (e.g., synaptic scaffolding). Additionally, disruptions in the structure and function of perineuronal networks must also be considered in this context. The ultimate goal of this review is to describe and discuss the pathways involved in the pathogenesis of unilateral cerebral palsy in a differentiated manner, with a particular focus on molecular genetic aspects.
Background: Teachers working with students who have intellectual disabilities are the pillars supporting these students throughout their educational success and are primarily responsible for implementing transition plans for them. The ability of teachers working with students who have intellectual disabilities to acquire competencies related to student transition to different stages is a primary factor that makes this transition smooth. Therefore, teaching self-efficacy plays a crucial role in teachers’ success in their assigned roles and, accordingly, implementing transition plans. Objective: The study aimed to examine the effectiveness of a training program in equipping teachers working with students who have intellectual disabilities with competencies for implementing transition plans and enhancing their self-efficacy. Methods: The study adopted the quasi-experimental approach that included one experimental group subject to pre-test and post-test measurements and a follow-up measurement to evaluate the effectiveness of the training program and its sustainable results. In this study, the independent variable was the training program, while the dependent variables were the competencies for implementing transition plans and teaching self-efficacy. The study employed the following instruments: a questionnaire on the competencies of teachers of students with intellectual disabilities for implementing transition plans (developed by the researchers), a questionnaire on teaching self-efficacy among special education teachers (developed by the researchers), and a training program (developed by the researchers). Participants: The study sample comprised (13) elementary-stage teachers working with students with intellectual disabilities. The teachers demonstrated insufficient competencies in implementing transition plans and insufficient teaching self-efficacy. Results: The study's results confirmed the effectiveness of the training program in improving teachers' competencies for implementing transition plans and teaching self-efficacy. This is indicative of the effectiveness of the activities and strategies included in the program in enhancing these competencies and skills for the teachers. Conclusions: The study at hand is one of the few that contributes to the professional development of teachers working with students with intellectual disabilities in an Egyptian environment. The study also presented two measuring instruments: one for transition competencies, another for teaching self-efficacy, and a training program for enhancing both.
Aim: Intellectual disability is characterized by significant limitations in intellectual functioning and adaptive behavior originating before age 18 (AAIDD, 2010). In higher education, these students often require individualized support, yet inclusive practices in Nigerian universities remain underdeveloped. This study examines the predictive relationship between emotional intelligence and research skills acquisition among university students with intellectual disabilities at the University of Calabar (UNI.CAL) and the University of Cross River (UNICROSS), Cross River State, Nigeria. Five study objectives were stated to guide the research. Five research questions were formulated, and three hypotheses were stated. Literature was reviewed based on the variables under study, as research gaps were also stated. Method: The study adopted a correlational survey research design. The area of the study is Cross River State, South-South, Nigeria. The study population consists of all 20,030 final-year undergraduate students with intellectual disabilities in inclusive departments of the University of Calabar and the University of Cross River State, offering special education or support for students with disabilities. A purposive sampling technique was used to select students identified with intellectual disabilities. A sample size of 401 participants was selected based on accessibility and consent. The instrument for data collection was a questionnaire. Cronbach Alpha reliability coefficient method was used in establishing the reliability index of .82. Results of the research questions were presented using frequency counts, percentages, mean and standard deviation, and Pearson's Product Moment Correlation, Multiple linear regression, and Independent t-test were used to analyze the research question and hypotheses. Results: The results revealed that emotional intelligence significantly contributes to developing research skills in students with intellectual disabilities. Emotional competencies such as self-awareness, motivation, and interpersonal sensitivity are essential tools in enabling these students to participate fully in research activities. Hence, emotional intelligence components collectively predict research skills acquisition. There is a significant difference between male and female students with intellectual disabilities in their level of research skills acquisition. Conclusion: This research concluded that there is a statistically significant relationship between emotional intelligence and the ability to develop and perform research tasks. It affirms the critical role emotional intelligence plays not just in social functioning but also in academic productivity, especially among students who often face exclusion or limited support. Recommendation: Universities should incorporate emotional intelligence training into their special education and general academic programs to build students’ self-efficacy and research competence.
Aim: The psychological consequences of drug use in individuals with intellectual disabilities can include worsened cognitive deficits, anxiety, aggression, depression, and impaired academic functioning. These effects are often underrecognized due to stigma or limited school support systems. Examine the psychological implications and patterns of recreational drug use among students with intellectual disabilities in Cross River and Akwa Ibom States, Nigeria. Five study objectives were stated to guide the research. Five research questions were formulated, and three hypotheses were stated. Literature was reviewed based on the variables under study. Method: The study adopted a descriptive survey research design. The study was conducted in Cross River and Akwa Ibom States, located in Nigeria's South-South geopolitical zone. The population comprises 1067 students with intellectual disabilities enrolled in public and private special education schools and inclusive education programs. Purposive and stratified random sampling techniques were used. A total sample of 200 respondents were selected for the study. Data was collected using a structured questionnaire. Experts validated the instruments, which were tested for reliability using the Cronbach Alpha reliability method. The test result revealed a reliability index of 0.80. Results of the research questions were presented using frequency counts, percentages, mean and standard deviation. Multiple linear regression was used to analyze the hypothesis. Results: The results revealed that substances such as marijuana, codeine, and tramadol were the most commonly reported. There is a significant relationship between recreational drug use and the psychological well-being of students with intellectual disabilities. Students with intellectual disabilities in Cross River State experience significantly higher psychological implications related to drug use compared to their peers in Akwa Ibom State. Peer influence and neighborhood environment are significant predictors of recreational drug use among students with intellectual disabilities, while family background is not. Conclusion: The findings of this study highlight a disturbing reality: students with intellectual disabilities are at substantial risk of psychological harm due to recreational drug use. Recommendation: Schools and disability support centers should implement peer-mentoring programs, social skills training, and anti-drug clubs that empower students to resist negative peer pressure.
