Journal of Intellectual Disability - Diagnosis and Treatment
type: channel
description: This is a peer-reviewed journal. The journal is addressed to both practicing professionals and researchers in Neuroscience with particular reference to Intellectual Disabilities. The journal is useful reading for professionals in academia, former researchers, and Ph.D. students interested in the results of the latest discoveries in this field. 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 these procedures both in prenatal, newborn, and postnatal screening, but also the impact of testing and treatment on individuals, parents, families, and public health in general.
publisher: Lifescience Global Canada, Inc.
language: en
publication name: Journal of Intellectual Disability - Diagnosis and Treatment
issn: 2292-2598
items: Lecturers’ Attitudes and Readiness toward Teaching Students with Intellectual Disabilities in Higher Education Institutions in Nigeria
items: https://neolifescience.com/index.php/jiddt/article/view/10545
items: Experiences and Challenges of Implementing the Individualized Education Plan (IEP) for Students with Learning and Intellectual Disabilities in Kuwait
items: Cognitive Profiles of Mexican Elementary Education Teachers on School Inclusion of Students with Disability
items: Parental Age and Gender: How they Influence Knowledge and Perceptions of Inclusive Education for Children with Intellectual Disability
items: Effect of School Based Cognitive behavioral Therapy on Multidimensional Level of Anxiety among Adolescents with Intellectual Disability: A Randomized Controlled Trial
items: The Role of Psychological and Pedagogical Training of Educators in Establishing Effective Communication with Veterans with Intellectual Disabilities
items: Poetry Therapy, Disability, and Trauma Expression: A Therapeutic-Phenomenological Perspective
items: Directions and Practices for Implementing Early Care for Children with Developmental Disabilities in the Ukrainian and Swedish ECEC Systems
items: The Effectiveness of a Training Program in Equipping Teachers of Students with Intellectual Disabilities with Competencies for Implementing Transition Plans and Enhancing Their Teaching Self-Efficacy
items: Effect of Counselling Services on Parental Management of Children with Cerebral Palsy in Enugu State, Nigeria
items: Cardiovascular Disease and Mental Health in Intellectual Disabilities: A Vicious Cycle of Risk and Care Gaps
items: Innovative Digital Tools for Enhancing Phonemic Awareness among Learners with Mild Cognitive Impairment in Calabar Education Zone of Cross River State, Nigeria
items: Exploring the use of Assistive Digital Resources in Enhancing Learning for Students with Intellectual Disabilities in Cross River and Akwa Ibom States, Nigeria
items: Emotional Intelligence as a Predictor of Research Skills Acquisition Among University Students with Intellectual Disabilities in Calabar, Nigeria
items: Self-Correction vs. Lecturer-Correction: Effects on Research Achievement and Alcohol Use in Intellectual Disabled Undergraduates in Federal Universities of Southern Nigeria
items: Psychological Implications of Recreational Drug use among Students with Intellectual Disabilities in Nigeria
items: Utilization of Digital Resources for Learning by Students with Intellectual Disabilities in Southern Nigeria
items: Editorial: Fostering Inclusive Education and Psychological Well-being for Students with Intellectual Disabilities in Nigeria
items: Communication Development in Children with Intellectual Disabilities: Implications for Education and Psychology
items: Effectiveness of Art-Therapy-Based Intervention Programmes for Improving Social Communication in Children with Rett Syndrome
items: Psychological Variables as Correlate of Special Olympic Sports Participation among Persons with Intellectual Disability in Lagos State, Nigeria
items: Children Comorbidities Associated with High Parental Self-Efficacy: A Study on Parents of Children with Down Syndrome
items: Effect of Online Learning on Mental Health and Academic Outcomes of Students with Intellectual Disabilities in Higher Education
items: The Role of Psychological Adaptation in the Process of Self-Realization of Gifted Students
items: A Systematic Review of the Needs Assessment for Individuals with Physically and Intellectual Disabilities in Saudi Arabia: Challenges, Services, and Gaps
items: https://neolifescience.com/index.php/jiddt/article/view/10131
items: The Effectiveness of Cognitive Remediation Programs among Children with Neuro-Developmental Disorder (Dyslexia)
items: The Relationship between Vocabulary Development and Motor Functions in Children With Cerebral Palsy
items: https://neolifescience.com/index.php/jiddt/article/view/9948

Lecturers’ Attitudes and Readiness toward Teaching Students with Intellectual Disabilities in Higher Education Institutions in Nigeria
type: item
description: Background: Inclusive education plays a vital role in promoting equitable learning opportunities, particularly for students with intellectual disabilities in higher education institutions. The attitudes and readiness of lecturers to adopt inclusive teaching practices are crucial to the successful implementation of inclusive policies and pedagogies. Guided by the Theory of Planned Behaviour (TPB), this study investigates how lecturers’ attitudes, perceived social expectations, and perceived behavioural control influence their readiness to teach students with intellectual disabilities in Nigerian higher education institutions. Methods: The study adopted a descriptive survey design, involving 270 lecturers selected through accidental sampling from various higher education institutions across Nigeria. Data were collected using a structured questionnaire designed to assess lecturers' attitudes, institutional expectations, and perceived control over inclusive teaching practices. Descriptive statistics, such as the mean and standard deviation, were used to analyze the data, while independent t-tests were employed to test the hypotheses at a 0.05 level of significance. Results: The findings revealed that lecturers demonstrate a moderate to high level of readiness to implement inclusive teaching. Respondents reported willingness to participate in training, adopt inclusive strategies, and manage mixed-ability classrooms. Attitudes toward inclusion were largely positive. However, challenges were noted in areas such as adapting instructional materials and using assistive technologies, indicating limitations in perceived behavioural control. Conclusions: The study affirms the relevance of the Theory of Planned Behaviour in explaining lecturers' readiness for inclusive teaching. Addressing capacity gaps through targeted training and institutional support is essential for advancing inclusive education and achieving Sustainable Development Goal 4.
subject: General Articles
  topic: section
subject: Inclusive education
  topic: keywords
subject: lecturers’ attitudes
  topic: keywords
subject: Theory of Planned Behaviour
  topic: keywords
subject: intellectual disabilities
  topic: keywords
subject: readiness
  topic: keywords
creator: Cletus Akpo Atah
creator: Mercy Nkiruka Godwin Akeke
creator: Godwin Bullem Anthony
creator: Iroegbu Ngozi Franca
creator: Patricia Akwaya Olom
creator: Nsan Njar Nsan
creator: Margaret Uchenna Chukwurah
creator: Godwin Beshibeshebe Ushie
creator: Esther Chijioke Madukwe
creator: Bessong Emmanuel Bessong
creator: Joseph Bekeh Undie
creator: Fabian Ugbe Udida
creator: Stephanie Sedoo Bishie-Unung
creator: Emeka Samuel Nnaji
creator: Wokasor Eni Ofem
creator: Egbai Mercy Egbai
creator: Busola Akerele
creator: Patrick Etim Oche
rights: Copyright (c) 2025
date: 2025-09-17
publication date: 2025-09-17
starting page: 342
ending page: 353
doi: 10.6000/2292-2598.2025.13.03.8

https://neolifescience.com/index.php/jiddt/article/view/10545
type: item
title: Asymmetry of the Developing Brain, Structural Anomalies, and Genetic Variants in the Pathogenesis of Unilateral Spastic Cerebral Palsy (uCP), a Common Neurological Symptom in Intellectual Disability, is Discussed in the form of a Narrative Overview
description: 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.
subject: General Articles
  topic: section
subject: Brain development
  topic: keywords
subject: brain asymmetry
  topic: keywords
subject: gene variants
  topic: keywords
subject: neurodevelopmental disorders
  topic: keywords
subject: cerebral palsy
  topic: keywords
subject: unilateral cerebral palsy
  topic: keywords
creator: Peter Martin
rights: Copyright (c) 2025
date: 2025-09-17
publication date: 2025-09-17
starting page: 254
ending page: 263
doi: 10.6000/2292-2598.2025.13.03.1

Experiences and Challenges of Implementing the Individualized Education Plan (IEP) for Students with Learning and Intellectual Disabilities in Kuwait
type: item
description: This study explores the development and effectiveness of Individualized Education Programs (IEPs) in supporting students with special educational needs (SEN). Utilizing a descriptive-analytical approach, the research examines key factors influencing the implementation of IEPs, including teacher expertise, parental involvement, and institutional support. The study sample comprises special education teachers and school administrators, selected using a stratified sampling method to ensure diverse representation. Findings indicate that while IEPs play a crucial role in enhancing student learning outcomes, challenges persist in adapting the curriculum, facilitating interdisciplinary collaboration, and assessing continuous progress. The study also reveals that teachers with specialized training in inclusive education demonstrate greater confidence in designing and executing IEPs, whereas limited parental engagement and administrative constraints hinder effective implementation. The results underscore the need for comprehensive professional development programs, stronger family-school partnerships, and policy reforms to optimize IEP practices. These findings offer valuable insights for educators, policymakers, and stakeholders seeking to improve inclusive education strategies and individualized instructional planning.
subject: General Articles
  topic: section
subject: Individualized education programs (IEPs)
  topic: keywords
subject: special educational needs (SEN)
  topic: keywords
subject: inclusive education
  topic: keywords
subject: teacher training
  topic: keywords
subject: student support
  topic: keywords
creator: Ohoud Nasser Alhajeri
rights: Copyright (c) 2025
date: 2025-09-17
publication date: 2025-09-17
starting page: 264
ending page: 279
doi: 10.6000/2292-2598.2025.13.03.2

Cognitive Profiles of Mexican Elementary Education Teachers on School Inclusion of Students with Disability
type: item
description: This research investigated the attitudes of 99 elementary education teachers toward the inclusion of students with disabilities in schools. The present authors designed a factorial experiment with 2 (View on learning difficulties: static vs. interactionist) x 2 (Teacher approach: teaching vs. learning) x 2 (Social climate: homogeneous vs. heterogeneous) x 3 (Institutional culture: individualistic vs. delegation vs. collaborative). The orthogonal combination of these factors resulted in 24 experimental conditions ready to build the 24 experimental scenarios of this study. Each scenario described a hypothetical story about the thinking of teachers who faced a school inclusion situation. The experimental task for the participants was to read each scenario individually and then assess their level of identification with the protagonist. The results indicated two types of teacher profiles among the participants: the pre-inclusive profile, which showed a low level of identification towards the inclusive vision, and the inclusive profile, which presented a moderate level of school inclusiveness. The most relevant factors for making inclusive judgments in both groups were the diversity climate (hp2 = 0.24) and professional culture (hp2 = 0.13). However, the pre-inclusive group showed a greater affinity with school homogeneity and individual work. In contrast, the second group showed greater acceptance of diversity and collaboration in school inclusion. In this article, the present authors discuss the implications of these findings within the classroom.
subject: General Articles
  topic: section
subject: Cognitive algebra
  topic: keywords
subject: disability
  topic: keywords
subject: elementary education
  topic: keywords
subject: school inclusion
  topic: keywords
subject: teachers
  topic: keywords
creator: Patricia Bustos Ontiveros
creator: Claudia Castro-Campos
creator: Guadalupe Elizabeth Morales-Martinez
rights: Copyright (c) 2025
date: 2025-09-17
publication date: 2025-09-17
starting page: 293
ending page: 302
doi: 10.6000/2292-2598.2025.13.03.4

Parental Age and Gender: How they Influence Knowledge and Perceptions of Inclusive Education for Children with Intellectual Disability
type: item
description: Background: This study investigated how parental age and gender influence their knowledge and perspectives of inclusive education for their children with intellectual disabilities (ID). This study is essential as it provides valuable insights into how parental factors, such as age and gender, can shape their knowledge, perceptions, and attitudes toward inclusive education, which will likely impact the educational experiences and outcomes for children with intellectual disabilities. Methods: Employing a cross-sectional research design, the study surveyed 96 parents, consisting of 55 males (57.3%) and 41 females (42.7%). The participants were categorised by age: under 25 (n=20, 20.8%), 25-34 (n=24, 25.0%), 35-44 (n=28, 29.2%), and 45 and above (n=24, 25.0%). Data were collected using a structured questionnaire, demonstrating a reliability coefficient of 0.88 (Cronbach's alpha). The data analysis used Multivariate Analysis of Variance (MANOVA) to assess the main and interaction effects of parental age and gender on their knowledge regarding inclusive education. Results: Tests of Between-Subject Effects indicated a significant interaction between age and gender, F (3, 88) = 5.67, p < 0.01, revealing that older female parents (M = 4.10) had higher knowledge scores than older male parents (M = 3.60). Estimated marginal means supported these findings, explicitly showing significant differences between parents aged 25-34 and 45 and above (p < 0.05). These differences are evident in pairwise comparisons, particularly in the 35–44-year-old age cohort (M = 3.95). Conclusion: The results indicate that age and gender influence parental knowledge and perceptions of inclusive education. A targeted intervention considering these factors is crucial to enhancing supportive educational environments for children with ID.
subject: General Articles
  topic: section
subject: Attitude
  topic: keywords
subject: children with intellectual disability
  topic: keywords
subject: gender
  topic: keywords
subject: inclusive education
  topic: keywords
subject: knowledge
  topic: keywords
subject: perceptions
  topic: keywords
creator: Udeme Samuel Jacob
creator: Jace Pillay
rights: Copyright (c) 2025
date: 2025-09-17
publication date: 2025-09-17
starting page: 280
ending page: 292
doi: 10.6000/2292-2598.2025.13.03.3

Effect of School Based Cognitive behavioral Therapy on Multidimensional Level of Anxiety among Adolescents with Intellectual Disability: A Randomized Controlled Trial
type: item
description: Introduction: Anxiety is a common issue faced by adolescents with mild intellectual disabilities, but there's still limited research on interventions designed specifically for them. While Cognitive Behavioral Therapy (CBT) has proven effective for managing anxiety in the general population, we need to understand better how well it works for young people with intellectual disabilities. Purpose/Objectives: This study set out to explore how effective school-based CBT is at reducing different types of anxiety in adolescents with mild intellectual disabilities. It also looked at whether gender and age play a role in how well the therapy works. Methodology: We carried out a pretest-posttest randomized controlled trialstudy with 150 adolescents randomly placed into either a CBT treatment group or a control group. The anxiety measurement tool was carefully adapted to fit the cultural context and tested to ensure it was reliable. We analyzed the results using Multivariate Analysis of Covariance (MANCOVA), while accounting for anxiety levels before treatment. Results: The findings showed that CBT significantly eased symptoms across five types of anxiety: separation anxiety, social phobia, generalized anxiety, panic anxiety, and obsessive-compulsive disorder. The therapy worked equally well for both boys and girls. Most age groups responded similarly, but there was a notable difference in how separation anxiety improved, suggesting that a young person's developmental stage may affect their response to CBT. Conclusion/Implications: These results reinforce that cognitive-behavioral therapy can be effective for adolescents with mild intellectual disabilities. They also highlight the importance of adjusting therapy to fit different developmental stages. Overall, the study encourages incorporating CBT into school mental health programs with tailored support to best meet the needs of this vulnerable group, ensuring that treatment is both practical and fair for all.
subject: General Articles
  topic: section
subject: Cognitive behavioral therapy
  topic: keywords
subject: anxiety
  topic: keywords
subject: adolescents
  topic: keywords
subject: intellectual disability
  topic: keywords
subject: multidimensional anxiety
  topic: keywords
subject: school-based intervention
  topic: keywords
subject: quasi-experimental design
  topic: keywords
subject: MANCOVA
  topic: keywords
subject: gender differences
  topic: keywords
subject: age effects
  topic: keywords
creator: Hope Amba Neji
creator: Usani Joseph Ofem
creator: Comfort Nkongho Agbor
creator: Ahueansebhor Emmanuel
creator: Choice Chima Okaforcha
creator: Obeten Okoi Okorn
creator: Blessing Iheoma Nwannunu
creator: Esther Madukwe
creator: Ezeaku Stella Nkechi
creator: Okaforcha Patrick Chinenye
creator: Beatrice Arisa Bayim
creator: Anthony Chinyere Okoye
creator: Joseph Ekpe Edet
creator: Catherine Kuku Agbor
rights: Copyright (c) 2025
date: 2025-09-17
publication date: 2025-09-17
starting page: 303
ending page: 323
doi: 10.6000/2292-2598.2025.13.03.5

The Role of Psychological and Pedagogical Training of Educators in Establishing Effective Communication with Veterans with Intellectual Disabilities
type: item
description: The psychological and pedagogical training of teachers to interact with veterans with signs of intellectual disabilities was identified as a critical factor in post-war social integration. The study aimed to assess the influence of educator preparedness on the quality of communication with veterans in adaptive educational settings. A mixed-methods approach was applied, including surveys, content analysis, pedagogical observations, and correlation analysis. The findings indicated a mismatch between the self-assessed readiness of teachers and veterans' perception of their interactions. A positive relationship was established between educator preparedness and the satisfaction level of veterans. The study contributed to the understanding of how targeted professional training may enhance communication outcomes in education involving vulnerable adult learners. Conclusions pointed to the need for modular training programs tailored to the specific needs of learners with post-traumatic cognitive features.
subject: General Articles
  topic: section
subject: Intellectual disabilities
  topic: keywords
subject: psychological and pedagogical training
  topic: keywords
subject: educators
  topic: keywords
subject: veterans
  topic: keywords
subject: effective communication
  topic: keywords
subject: interaction with veterans' families
  topic: keywords
creator: Diana Sabol
creator: Kostiantyn Lynov
creator: Oleksandr Kocherga
creator: Svitlana Oleksenko
creator: Olena Khomenko
rights: Copyright (c) 2025
date: 2025-09-17
publication date: 2025-09-17
starting page: 324
ending page: 334
doi: 10.6000/2292-2598.2025.13.03.6

Poetry Therapy, Disability, and Trauma Expression: A Therapeutic-Phenomenological Perspective
type: item
description: This study aims to explore how individuals with disabilities express traumatic experiences through literary works from a therapeutic-phenomenological perspective. The research employs a qualitative-phenomenological method, with data collected from 45 literary works written by individuals with disabilities. The therapeutic process involved filtering, handling, and follow-up stages, involving 45 participants with disabilities. Data analysis was conducted through identification, classification, reduction, and exposition. The findings revealed varied themes: social criticism (35.5%), absurdism (17.7%), religion (13.3%), romanticism (4.4%), feminism (2.2%), and other themes (26.6%). Social criticism was the most dominant theme, followed by absurdism, religion, romanticism, feminism, and others. These works not only reflect emotional expression but also serve as a medium for critiquing discrimination and injustice experienced in society. The trauma expressed is primarily relational, such as social rejection and bullying, beyond just physical limitations. This study confirms that literary works are a vital means for individuals with disabilities to authentically voice their experiences and symbolically resist non-inclusive social systems. These findings aim to enrich interdisciplinary studies in literature, psychology, therapy, and disability studies.
subject: General Articles
  topic: section
subject: Disability
  topic: keywords
subject: phenomenology
  topic: keywords
subject: literature
  topic: keywords
subject: therapeutic
  topic: keywords
subject: trauma
  topic: keywords
creator: Anas Ahmadi
creator: Bambang Yulianto
creator: Abdul Aziz Khoiri
creator: Muhammad Turhan Yani
creator: Norfaizal Bin Jamain
creator: Kamal Yusuf
creator: Agik Nur Efendi
creator: Nuria Reny Hariyati
creator: Siti Ina Savira
creator: Nur Khozin
rights: Copyright (c) 2025
date: 2025-09-17
publication date: 2025-09-17
starting page: 335
ending page: 341
doi: 10.6000/2292-2598.2025.13.03.7

Directions and Practices for Implementing Early Care for Children with Developmental Disabilities in the Ukrainian and Swedish ECEC Systems
type: item
description: Background: This article explores the strategies and approaches used in Ukraine and Sweden's Early Childhood Education and Care (ECEC) systems for providing early care to children with developmental disabilities. It examines the similarities and differences in policies, legislation, professional training, family involvement, resource allocation, service provision, integration vs. segregation practices, and cultural attitudes toward disability between the two countries. Methods: This study used questionnaires and surveys, analysis of learning outcomes, performance evaluation, and an expert evaluation method. Results: The authors analyze Ukrainian best practices for implementing early care for children with developmental disabilities. In the example of the Swedish system and the context of a comparative investigation of early care for children with developmental disabilities in the countries under analysis, the authors pointed out the strengths and weaknesses of both systems and distinguished the similarities and differences. The theoretical study allowed the practical perspectives and critical Swedish practices that could be implemented in modern Ukrainian practices, among which the most relevant perspectives are those related to early intervention programs, individualized support plans, and fostering partnerships with community organizations and healthcare providers. Research Limitation: The experimental part of the study included a relatively small sample size (50 respondents) and was characterized by a short duration (three months). This may limit the ability to generalize the results. Conclusions: Additionally, the emphasis on inclusive curriculum and environments, as well as professional development opportunities for educators on inclusive practices, could significantly enhance modern Ukrainian practices in early care for children with developmental disabilities.
subject: General Articles
  topic: section
subject: Developmental disabilities
  topic: keywords
subject: Ukrainian/Swedish
  topic: keywords
subject: early childhood education and care (ECEC) system
  topic: keywords
creator: Valentyna Tarasun
creator: Nataliia Melnyk
creator: Tetiana Stepanova
creator: Tamiliia Dotsevych
creator: Olena Al-Mrayat
rights: Copyright (c) 2024
date: 2024-07-11
publication date: 2024-07-11
starting page: 83
ending page: 91
doi: 10.6000/2292-2598.2024.12.02.4

The Effectiveness of a Training Program in Equipping Teachers of Students with Intellectual Disabilities with Competencies for Implementing Transition Plans and Enhancing Their Teaching Self-Efficacy
type: item
description: 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' competencie…
subject: General Articles
  topic: section
subject: Training Program
  topic: keywords
subject: Teachers
  topic: keywords
subject: Intellectual Disabilities
  topic: keywords
subject: Transition Plans
  topic: keywords
subject: Teaching Self-efficacy
  topic: keywords
creator: Mahmoud Mohamed Eltantawy
creator: Basma Osama Elsayed Fouad
rights: Copyright (c) 2025
date: 2025-07-05
publication date: 2025-07-05
starting page: 108
ending page: 119
doi: 10.6000/2292-2598.2025.13.02.1

Effect of Counselling Services on Parental Management of Children with Cerebral Palsy in Enugu State, Nigeria
type: item
description: 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.
subject: General Articles
  topic: section
subject: Counselling services
  topic: keywords
subject: Parental management
  topic: keywords
subject: Children with cerebral palsy
  topic: keywords
subject: family counseling
  topic: keywords
subject: emotional counseling
  topic: keywords
creator: Vitalis Ugochukwu Eke
creator: Stella Uchechukwu Okeke
creator: Edet Effiong Okon
creator: Margaret Uchenna Chukwura
creator: Godwin Beshibeshebe Ushie
creator: Emeka Samuel Nnaji
creator: Odim Otu Offem
creator: Bernard Atrogor Oko
creator: Ann Emani Dijeh
creator: Agnes Lawrence Okute
creator: Maria Bisong Onabe
creator: Patricia Akwaya Olom
creator: Helen Chinyere Dede
creator: Musa Moses Egaga
rights: Copyright (c) 2025
date: 2025-07-05
publication date: 2025-07-05
starting page: 120
ending page: 127
doi: 10.6000/2292-2598.2025.13.02.2

Cardiovascular Disease and Mental Health in Intellectual Disabilities: A Vicious Cycle of Risk and Care Gaps
type: item
description: 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 thi…
subject: General Articles
  topic: section
subject: Cardiovascular disease
  topic: keywords
subject: intellectual disability
  topic: keywords
subject: mental health
  topic: keywords
subject: depression
  topic: keywords
subject: anxiety
  topic: keywords
creator: Abhishek Pratap Yadav
creator: Suman Lata
creator: Anita Awasthi
creator: Praveen Katiyar
creator: Priyanka Shukla
creator: Avaneesh Vishwakarma
creator: Sandeep Kumar Singh
rights: Copyright (c) 2025
date: 2025-07-05
publication date: 2025-07-05
starting page: 128
ending page: 151
doi: 10.6000/2292-2598.2025.13.02.3

Innovative Digital Tools for Enhancing Phonemic Awareness among Learners with Mild Cognitive Impairment in Calabar Education Zone of Cross River State, Nigeria
type: item
description: Learners with mild cognitive impairment (MCI) often struggle with reading comprehension, especially auditory discrimination, memory retention, and linguistic processing, which hinders their ability to acquire foundational reading skills through conventional instructional approaches. This pretest-posttest quasi-experimental study investigated the effect of graphic organizers as an instruction strategy on reading comprehension among pupils with MCI in public primary schools within Calabar Education Zone, Cross River State. 80 pupils with MCI were purposively selected. Analysis of Covariance (ANCOVA) and Multiple Classification Analysis (MCA) were used to test the three hypotheses. Results indicated that graphic organizers significantly improved reading comprehension for pupils with MCI (F-ratio = 85.329, p < 0.05), while gender had no significant effect on the outcomes (F-ratio = 0.344, p > 0.05). A significant interaction effect of graphic organizers on reading comprehension improvements was also observed (F-ratio = 0.305, p < 0.05). The findings underscore the necessity of training workshops for educators on the use of graphic organizers and advocate for gender balance in grouping pupils with MCI for such interventions, highlighting the effectiveness of graphic organizers as tools for enhancing reading comprehension in pupils with MCI.
subject: General Articles
  topic: section
subject: Innovative digital tools
  topic: keywords
subject: mild cognitive impairment
  topic: keywords
subject: reading comprehension
  topic: keywords
subject: reading comprehensionphonemic awareness
  topic: keywords
creator: Emmanuel Uminya Ikwen
creator: Felicia Akpana Unimuke
creator: Vitalis Ugochukwu Eke
creator: Michael Okaba Ataben
creator: Michael Obi Odey
creator: Ekpenyong Effiong Ibok
creator: Blessing Bassey Anam
creator: Innocent Ushi Igba
creator: Precilla Alu Olofu
creator: Theresa Andorshiye Ogar-Ikwen
creator: Ikpi Inyang Okoi
creator: Lazarus Ishifundi Udie
creator: Joseph Bekeh Undie
rights: Copyright (c) 2025
date: 2025-07-05
publication date: 2025-07-05
starting page: 152
ending page: 159
doi: 10.6000/2292-2598.2025.13.02.4

Exploring the use of Assistive Digital Resources in Enhancing Learning for Students with Intellectual Disabilities in Cross River and Akwa Ibom States, Nigeria
type: item
description: 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 t…
subject: Special Issue: Fostering Inclusive Education and Psychological Wellbeing for Students with Intellectual Disabilities in Nigeria
  topic: section
subject: Assistive digital resources
  topic: keywords
subject: students with intellectual disabilities
  topic: keywords
subject: learning
  topic: keywords
subject: students
  topic: keywords
subject: cross river state
  topic: keywords
subject: akwa ibom states
  topic: keywords
subject: inclusive education
  topic: keywords
subject: special schools
  topic: keywords
creator: Oluwaseun Omowumi Akin-Fakorede
creator: Virginia Emmanuel Ironbar
creator: John Fidelis Inaku
creator: Mokutima E. Ekpo
creator: Margaret Sylvanus Umoh
creator: Effiom Veronica Nakanda
creator: Olofu Paul Agbade
creator: Columbus Deku Bessong
creator: Napoleon Osang Bessong
creator: Ojong Rose Ayiba
creator: Micheal Obi Odey
creator: Joseph Abang Odok
creator: Lucy Obil Arop
creator: Odey Samuel Eburu
creator: Eturky Eborty Egbonyi
creator: Akomaye Agwu Undie
creator: Bernard Atrogor Oko
rights: Copyright (c) 2025
date: 2025-07-05
publication date: 2025-07-05
starting page: 161
ending page: 177
doi: 10.6000/2292-2598.2025.13.02.5

Emotional Intelligence as a Predictor of Research Skills Acquisition Among University Students with Intellectual Disabilities in Calabar, Nigeria
type: item
description: 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…
subject: Special Issue: Fostering Inclusive Education and Psychological Wellbeing for Students with Intellectual Disabilities in Nigeria
  topic: section
subject: Emotional Intelligence
  topic: keywords
subject: Research skills acquisition
  topic: keywords
subject: University students
  topic: keywords
subject: Intellectual disabilities
  topic: keywords
subject: Caregivers
  topic: keywords
subject: Special Education
  topic: keywords
creator: Chidirim Esther Nwogwugwu
creator: Henrietta Osayi Uchegbue
creator: Sylvia Victor Ovat
creator: Nnenna Kalu Uka
creator: Julius Michael Egbai
creator: Patricia Ebere Chilebe Iwuala
creator: Anthony Pius Effiom
creator: Helen Akpama Andong
creator: Richard Ayah Ojini
creator: Mayen Ndaro Igajah
creator: Margaret Sylvanus Umoh
creator: Remi Modupe Omoogun
creator: Mokutima E. Ekpo
creator: Unimke Sylvester Akongi
creator: Ogbaji Dominic Ipuole
creator: Charles Utsu Ushie
rights: Copyright (c) 2025
date: 2025-07-05
publication date: 2025-07-05
starting page: 178
ending page: 191
doi: 10.6000/2292-2598.2025.13.02.6

Self-Correction vs. Lecturer-Correction: Effects on Research Achievement and Alcohol Use in Intellectual Disabled Undergraduates in Federal Universities of Southern Nigeria
type: item
description: Aim: Within Nigerian universities, students with intellectual disabilities remain under-supported in terms of personalized instructional strategies that target both academic improvement and psychosocial well-being. The purpose of the study was to compare self-correction vs Lecturer-correction: Effects on research achievement and Alcohol use in Intellectual Disabled undergraduates in Federal Universities of Southern Nigeria. Method: This study adopted a quasi-experimental research design. The area of the study is Southern Nigeria. The population consists of all 3,092 students with intellectual disabilities enrolled in two selected federal universities in Southern Nigeria, specifically in Cross River and Akwa Ibom States. The sample size for this study was 120 final-year students with intellectual disabilities who depend on alcohol to cope with stress and improve self-esteem using a multi-stage sampling technique. Three instruments were used for data collection. They were the Research Achievement Test (RAT), the Interest Inventory Test (IIT), and the Alcohol Use Screening Tool (modified AUDIT). The screening criteria for alcohol dependence are that students must be 18 years and older, students must have a history of substance use, mental health conditions (depression, anxiety), and a history of use of medications contraindicated with alcohol. The study was validated by Psychology, Measurement, and Evaluation experts at the University of Calabar. The data collected were analyzed for internal consistency using the Cronbach Alpha method, which yielded a reliability index of 0.83. The test scores for the study were generated from pre-tests and post-tests using the Research Methods Achievement Test and Research Method Interest Inventory Test. Mean and standard deviation were used to answer the research questions. The pretest-posttest mean gains of each strategy of the two strategies were computed. Also, the null hypotheses formulated for the study were tested at a 0.05 lev…
subject: Special Issue: Fostering Inclusive Education and Psychological Wellbeing for Students with Intellectual Disabilities in Nigeria
  topic: section
subject: Self-correction
  topic: keywords
subject: Lecturer-correction
  topic: keywords
subject: Students with intellectual disabilities
  topic: keywords
subject: Undergraduate Achievement
  topic: keywords
subject: Interest in Research
  topic: keywords
subject: Alcohol use
  topic: keywords
subject: Lecturers
  topic: keywords
creator: Henrietta O. Uchegbue
creator: Chidirim E. Nwogwugwu
creator: Victoria N. Ebegbulem
creator: Julius Michael Egbai
creator: Eni I. Eni
creator: Michael H. Linda
creator: Blessing P. Edet
creator: Fidelis A. Odey
creator: Rita N. Iwuchukwu
creator: Etim O. Eteng
creator: Edem E. Udoaka
creator: Simon K- O. Ajom
creator: Edet B. Hogan
creator: Joseph A. Odok
creator: Veronica N. Effiom
creator: Mokutima E. Ekpo
creator: Stephen Regie Nyong
rights: Copyright (c) 2025
date: 2025-07-05
publication date: 2025-07-05
starting page: 192
ending page: 221
doi: 10.6000/2292-2598.2025.13.02.7

Psychological Implications of Recreational Drug use among Students with Intellectual Disabilities in Nigeria
type: item
description: 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 envir…
subject: Special Issue: Fostering Inclusive Education and Psychological Wellbeing for Students with Intellectual Disabilities in Nigeria
  topic: section
subject: Psychological implications
  topic: keywords
subject: Recreational drug use
  topic: keywords
subject: students with intellectual disabilities
  topic: keywords
subject: Cross River State
  topic: keywords
subject: Akwa Ibom States
  topic: keywords
subject: Inclusive Education
  topic: keywords
subject: Special Schools
  topic: keywords
creator: Achi Ndifon Bekomson
creator: Sunday Maria Ofie
creator: Emanghe Emmanuel Emanghe
creator: Catherine Kaning Agbongiasede
creator: Stella Uchechukwu Okeke
creator: Eyiene Ameh
creator: Obogo Godwin Obogo
creator: Egaga Musa Moses
creator: Samuel Okpon Ekaette
creator: Margaret Uchenna Chukwurah
creator: Ettah Ettah Omini
creator: Matilda Ernest Eteng
creator: Odim Otu Offem
creator: Veronica Nakanda Effiom
creator: Omoogun Remi Modupe
creator: Effiong Edet Okon
rights: Copyright (c) 2025
date: 2025-07-05
publication date: 2025-07-05
starting page: 222
ending page: 236
doi: 10.6000/2292-2598.2025.13.02.8

Utilization of Digital Resources for Learning by Students with Intellectual Disabilities in Southern Nigeria
type: item
description: 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.
subject: Special Issue: Fostering Inclusive Education and Psychological Wellbeing for Students with Intellectual Disabilities in Nigeria
  topic: section
subject: Digital resources
  topic: keywords
subject: students with intellectual disabilities
  topic: keywords
subject: learning
  topic: keywords
subject: students
  topic: keywords
subject: cross river state
  topic: keywords
subject: akwa ibom states
  topic: keywords
subject: inclusive education
  topic: keywords
subject: special schools
  topic: keywords
creator: Virginia Emmanuel Ironbar
creator: Lawrence Nkpang Ekwok
creator: Mokutima E. Ekpo
creator: Joseph Enyia Ekpang
creator: Eric Ugor Ogri
creator: Benard Atrogor Oko
creator: Ojong Rose Ayiba
creator: Emmanuel Acha Onigah
creator: Ukam Ivi Ngwu
creator: Cecilia Akpana Beshel
creator: Agnes Ingiagar Ulayi
creator: Odey Samuel Eburu
creator: Mercy Lawrence Ekwok
creator: Joseph Etim Amah
creator: Anthony Ekpoudo
creator: Eni Eja Alobo
creator: Joseph Uguge Ikangkang
creator: Boniface Erungworo Odey
creator: Patience Eyo Abu
creator: Solomon Ugo Ugo
creator: Amina Peter Adams
creator: Regina Anyungwu Achu
rights: Copyright (c) 2025
date: 2025-07-05
publication date: 2025-07-05
starting page: 237
ending page: 253
doi: 10.6000/2292-2598.2025.13.02.9

Editorial: Fostering Inclusive Education and Psychological Well-being for Students with Intellectual Disabilities in Nigeria
type: item
description: Editorial
subject: Special Issue: Fostering Inclusive Education and Psychological Wellbeing for Students with Intellectual Disabilities in Nigeria
  topic: section
creator: John Edwin Effiom
rights: Copyright (c) 2025
date: 2025-07-05
publication date: 2025-07-05
starting page: 160
ending page: 160

Communication Development in Children with Intellectual Disabilities: Implications for Education and Psychology
type: item
description: This article discusses communication disorders in children and adolescents with mild intellectual disability and the relationship between communication, social interaction, and development. A theoretical and methodological framework is developed, including a structural-functional communication model, and the psychological models associated with communication disorders are presented. This study demonstrates that communication disorders are influenced by three main factors: emotional needs, regulative, and cognitive, which are suggested to reflect predominant communication styles. Data were collected using clinical observations, standardized diagnostic tools, and formal psychological measures. For example, standardized tests included the Peabody Picture Vocabulary Test, CELF, Wechsler Intelligence Scale for Children, and Vineland Adaptive Behavior Scales, aiming better to understand the child's communication and adaptive behavior. The findings suggest that it is important to consider family dynamics and composition when looking at the development of communication disorders. In addition, age-related differences and dominant communication styles were presented in what educating children/adolescents with disabilities looks like in inclusive education. Some practical interventions discussed included differentiated instructional approaches, speech and language therapy, peer-mediated interventions, and evidence-based social skills intervention programs. The goal of the intervention is to improve speech and language skills, improve the child's social interaction, and improve children's academic performance in school settings where they support the need for inclusion while meeting the needs of the child. In conclusion, the study validates the hypothesis regarding the significant role of social emotions in preschool children's communication process. The methodology developed for developing social emotions in preschool children effectively enhances emotional spheres and normali…
subject: General Articles
  topic: section
subject: Web
  topic: keywords
subject: communication
  topic: keywords
subject: children
  topic: keywords
subject: intellectual
  topic: keywords
subject: disability
  topic: keywords
subject: medical Psychology
  topic: keywords
creator: Akzholova Akmaral
creator: Akmatov Kyalbek
creator: Kamalova Guldina
creator: Muratov Abdikerim
creator: Kidirbayeva Khalima
creator: Yergeshov Yerzhan
rights: Copyright (c) 2025
date: 2025-04-23
publication date: 2025-04-23
starting page: 96
ending page: 107
doi: 10.6000/2292-2598.2025.13.01.9

Effectiveness of Art-Therapy-Based Intervention Programmes for Improving Social Communication in Children with Rett Syndrome
type: item
description: The research into effective art-therapy-based interventions for improving the social communication skills of children with Rett syndrome is important for the adaptation of this group of children. This study aims to evaluate the effect of a 6-month art-therapy-based intervention program based on art therapy on improving social communication in children with Rett syndrome. The research employed a quasi-experimental method, direct (unstructured) observation, a standardized Social Responsiveness Scale, and mathematical and statistical data processing methods (Levene test, paired sample t-test). The results showed a significant improvement in social communication in the experimental group (EG) after the intervention, as evidenced by paired and independent sample t-tests. This indicates statistically significant differences between pre-and post-test scores in the EG (mean difference 14.525 with a standard deviation of 22.592). The standard error for this group was 3.572, and the 95% confidence interval for the mean difference ranged from 7.300 to 21.750. The Student's t-test reached 4.066 with 39 degrees of freedom, resulting in a two-tailed p-value of less than 0.001. It has been found that art therapy can significantly improve social communication and emotional regulation subscales in children with Rett syndrome. The obtained data indicate the need to include therapeutic strategies based on art therapy in intervention programs for children with Rett syndrome. Prospects for further research are based on studying the impact of art therapy and other interventions not only on social communication but also on the cognitive development of children with Rett syndrome.
subject: General Articles
  topic: section
subject: Children with special educational needs
  topic: keywords
subject: special education
  topic: keywords
subject: children with intellectual disabilities
  topic: keywords
subject: Rett syndrome
  topic: keywords
subject: communication skills
  topic: keywords
subject: social interaction
  topic: keywords
subject: socialization
  topic: keywords
subject: early development
  topic: keywords
creator: Olena Chebotariova
creator: Oksana Kysla
rights: Copyright (c) 2025
date: 2025-03-22
publication date: 2025-03-22
starting page: 1
ending page: 11
doi: 10.6000/2292-2598.2025.13.01.1

Psychological Variables as Correlate of Special Olympic Sports Participation among Persons with Intellectual Disability in Lagos State, Nigeria
type: item
description: Introduction: The enthusiasm to participate in Special Olympic sports activities by persons with Intellectual Disability (ID) in Lagos, Nigeria, has been reduced. This research work, therefore, focused on psychological factors and Special Olympic sports participation among persons with mild Intellectual Disability (ID) in Lagos state, Nigeria. Method: Three research hypotheses were formulated to guide the study. A descriptive survey design was adopted; The study participants included 290 parents of persons with mild ID in Lagos state, Nigeria. Purposive and census sampling techniques were used to select the sample. A self-designed research instrument titled Psychological Factors and Sport Participation among Persons with Mild Intellectual Disability Questionnaire (PFSPPMIDQ) was used for data collection in this study. Simple linear regression was used as a tool for data analysis. Result: It was discovered that motivation, anxiety, and stress significantly influence sports participation among persons with mild ID in Lagos state, Nigeria. Conclusion: The study highlights the substantial effect of psychological factors like motivation, anxiety, and stress on Special Olympic sports participation in persons with mild intellectual disabilities in Nigeria. The findings stress the need for focused interventions to enhance motivation and alleviate anxiety and stress to improve participation levels. Special Olympics organizers and sports managers should implement strategies to create a more supportive and encouraging environment, ensuring increased engagement and participants' overall well-being.
subject: General Articles
  topic: section
subject: Psychological variables
  topic: keywords
subject: special olympic
  topic: keywords
subject: sports participation
  topic: keywords
subject: persons with mild intellectual disability
  topic: keywords
creator: Joseph Odey Ogabor
creator: Martina Ayibeya Apie
creator: Sanusi Mohammed
creator: Nsagha Nkang Osaji
creator: Emmanuel Ahueansebhor
creator: Edmond Asu Odok
creator: Emmanuel Benimpuye Adie
creator: Anthony Obi Odok
creator: Martina Ongbonya Ntino
creator: Boniface Undigweundeye Adie
creator: John Arikpo Okri
creator: Christiana Ofie Ukpata
creator: Theresa Nkim Omang
creator: Fredrick Awhen Opoh
creator: Matthew Orim Orim
creator: Lazarus Ishifundi Udie
creator: Solomon Agwanyang Aniah
rights: Copyright (c) 2025
date: 2025-03-22
publication date: 2025-03-22
starting page: 12
ending page: 19
doi: 10.6000/2292-2598.2025.13.01.2

Children Comorbidities Associated with High Parental Self-Efficacy: A Study on Parents of Children with Down Syndrome
type: item
description: Background: Parental self-efficacy (PSE) in parents of children with Down syndrome (DS) refers to parents’ efficacy in their capability as parents nurturing their children with DS. Therefore, this study aimed to determine factors that may influence PSE in parents of children with DS. Methods: This cross-sectional study was carried out on 87 parents of children with DS. Self-Efficacy Parenting Task Index (SEPTI) was administered to measure PSE levels. Spearman’s rank correlation and independent t-test were applied to determine factors that may influence PSE. These include gender, children’s age, duration of being diagnosed with DS, comorbidities, number of children in the family, parents’ age, educational level, monthly household income, place of residence, genetic counseling, and support group. Results: The results showed that the median scores of SEPTI were 114 (101-143), and 57.5% of parents had moderate PSE levels. Significant factors affecting PSE include children with comorbidities (r = - 0.197, p = 0.033) and the place of residence (r = -0.212, p = 0.024). Parents of children with fewer comorbidities (119 (109-128), p =0.034), those with higher education (118 (110-132), p = 0.031), and those living in urban areas (115 (101-143), p = 0.025) demonstrated higher PSE. Additionally, multiple linear regression analysis showed children’s comorbidity as the most significant predictor in PSE (PR= 0.17, 95% CI = 0.03 - 0.77, p = 0.020). Conclusions: Children with comorbidities affect self-efficacy in parents of children with DS, besides the level of parent’s education and the place of living identity.
subject: General Articles
  topic: section
subject: Down Syndrome
  topic: keywords
subject: parental self-efficacy
  topic: keywords
subject: comorbidities
  topic: keywords
subject: level of education
  topic: keywords
subject: place of living identity
  topic: keywords
creator: Fitriyani Mutiara Candra
creator: Agustini Utari
creator: Tri Indah Winarni
rights: Copyright (c) 2025
date: 2025-03-22
publication date: 2025-03-22
starting page: 20
ending page: 33
doi: 10.6000/2292-2598.2025.13.01.3

Effect of Online Learning on Mental Health and Academic Outcomes of Students with Intellectual Disabilities in Higher Education
type: item
description: The COVID-19 pandemic shift to online learning has raised concerns regarding students’ mental health and academic performance, particularly for students with intellectual disabilities. Objective: This paper examines the effects of online learning on stress, anxiety, and social isolation and those factors on academic performance, Grade Point Average (GPA), and participation in online learning and engagement, particularly for students with intellectual disabilities (IDs). Methods: The current study employed a quasi-experimental research design and targeted 500 participants, comprising both undergraduate and postgraduate students. Of these, 50 participants were identified as having intellectual disabilities (IDs) through self-reporting and institutional records. The remaining 450 participants were typically developing students selected through stratified random sampling to ensure proportional representation across academic levels and disciplines. The Perceived Stress Scale (PSS), Generalized Anxiety Disorder-7 (GAD-7), and UCLA Loneliness Scale were adopted from validated and widely used psychometric tools in mental health research. These instruments have been previously validated for reliability and applicability across diverse populations. Multiple linear regression and Pearson correlation coefficients (PPMC), which help identify associations and control for confounding factors, were used to examine the relationships and potential predictive effects between mental health variables and learning outcomes. Pearson correlation coefficients were utilized to analyze the linear relationships between mental health variables (stress, anxiety, and social isolation) and academic performance (GPA). Additionally, multiple linear regression analysis was conducted to predict the impact of these mental health variables on academic performance while controlling for confounding factors such as age, gender, and degree level. Results: Participants with IDs reported significantly higher …
subject: General Articles
  topic: section
subject: Online learning
  topic: keywords
subject: mental health
  topic: keywords
subject: stress
  topic: keywords
subject: anxiety
  topic: keywords
subject: social isolation
  topic: keywords
subject: academic performance
  topic: keywords
creator: M.K. Shreeharsha
creator: P. Nagesh
creator: Sridevi Kulenur
rights: Copyright (c) 2025
date: 2025-03-22
publication date: 2025-03-22
starting page: 34
ending page: 43
doi: 10.6000/2292-2598.2025.13.01.4

The Role of Psychological Adaptation in the Process of Self-Realization of Gifted Students
type: item
description: Background: The gifted students' ability for psychological adaptation determines their effectiveness in achieving self-realization and successfully addressing educational and professional challenges. Objective: The aim of the study was to assess the level of students' psychological adaptation and identify key factors affecting their academic and professional self-realization. The effectiveness of psychological interventions intended to improve adaptation processes was also analyzed. Methods: The study employed the following methods as the psychodiagnostic tools: Psychological Adaptation Scale, Rosenberg Self-Esteem Scale, Emotional Quotient Inventory, and Student Self-Efficacy Scale. Experimental interventions included psychological training. Correlation analysis, multiple regression, and t-tests for dependent samples were used for data analysis. Results: The results showed that the level of students' psychological adaptation increased from 3.85 to 4.45 (t = 5.20, p < 0.001) after psychological training. The level of stress resistance increased from 3.70 to 4.30 (t = 4.85, p < 0.001). The level of self-realization also increased from 3.95 to 4.55 (t = 4.95, p < 0.001). Correlation analysis revealed a significant positive relationship between students' emotional regulation, social support, and self-realization (r = 0.57, p < 0.01). Conclusion: The practical significance of the study is that psychological training effectively develops adaptive skills. This increases the level of students' self-realization, which can be used for the development of university support programs. The prospects for further research include expanding the sample and examining the long-term effects of the interventions.
subject: General Articles
  topic: section
subject: Psychological adaptation
  topic: keywords
subject: Self-realization
  topic: keywords
subject: Gifted students
  topic: keywords
subject: Emotional regulation
  topic: keywords
subject: Stress resistance
  topic: keywords
subject: Social support
  topic: keywords
subject: Psychological interventions
  topic: keywords
creator: Myroslava Sadova
creator: Galyna Lapshun
creator: Iryna Samokhvalova
creator: Vusal Elshad Oglu Abdullayev
creator: Nadiia Komarivska
rights: Copyright (c) 2025
date: 2025-03-22
publication date: 2025-03-22
starting page: 44
ending page: 52
doi: 10.6000/2292-2598.2025.13.01.5

A Systematic Review of the Needs Assessment for Individuals with Physically and Intellectual Disabilities in Saudi Arabia: Challenges, Services, and Gaps
type: item
description: 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 …
subject: General Articles
  topic: section
subject: Accessibility barriers
  topic: keywords
subject: caregiver challenges
  topic: keywords
subject: disability
  topic: keywords
subject: Saudi Arabia
  topic: keywords
creator: Mohammad Zaino
rights: Copyright (c) 2025
date: 2025-03-22
publication date: 2025-03-22
starting page: 53
ending page: 66
doi: 10.6000/2292-2598.2025.13.01.6

https://neolifescience.com/index.php/jiddt/article/view/10131
type: item
title: Utilization of Social Media Networks for Teaching Effectiveness in Tertiary Institutions of Cross River State, Nigeria: Implications for Learning and Practice in an Environment of Students with Intellectual Disabilities
description: Aim: This study examines the use of social media networks for teaching effectiveness in public tertiary institutions of Cross River State, Nigeria: Implications for learning and practice in an environment of students with intellectual disabilities. Four study objectives were stated to guide the research. Four research questions were formulated, and one hypothesis statement was made. A literature review was carried out based on the variables under study, as research gaps were also stated. Method: The study utilize7d the descriptive survey research design. The study population comprised 2,800 academic staff of public tertiary institutions of Cross River State. The sampling techniques adopted for this study were the stratified random sampling technique and the accidental random sampling technique. A total sample of 560 respondents was selected from 2,800 academic staff of public tertiary institutions in Cross River State using 20% of the entire population. A validated 25-item four-point modified Likert scale questionnaire was the instrument used for data collection. The face and content validity of the instrument was established by experts in Test and Measurement from the University of Calabar, Calabar-Nigeria. The reliability estimates of 0.89 for the instruments were established using the Cronbach Alpha method. A descriptive analysis of frequency count, percentages, mean, and standard deviation was used to test the research questions. Results: The results obtained from the data analysis revealed that there was a statistically significant joint relationship between the predictor variables (Twitter, Facebook, WhatsApp) and teachers' teaching effectiveness in tertiary institutions in Cross River State, Nigeria. Conclusion: From the findings of this study, one can conclude that there was a statistically significant joint relationship between the predictor variables (Twitter, Facebook, WhatsApp) and teachers teaching effectiveness in tertiary institutions in Cross River S…
subject: General Articles
  topic: section
subject: Twitter
  topic: keywords
subject: Facebook
  topic: keywords
subject: WhatsApp
  topic: keywords
subject: Teachers
  topic: keywords
subject: Teaching
  topic: keywords
subject: Effectiveness
  topic: keywords
subject: Students
  topic: keywords
creator: Lawrence Nkpang Ekwok
creator: Ekpe Edemekong Lawson
creator: Ibituru Iwowari Pepple
creator: Ukam Ivi Ngwu
creator: Effiom Veronica Nakanda
creator: Lilian Anwulika Okoro
creator: Effiom Bassey Ekeng
creator: Ekwok Mercy Lawrence
creator: Lucy Obil Arop
creator: Abu Patience Eyo
creator: Ofem Odim Otu
creator: Chrisantus Kanayochukwu Ariche
creator: Onah Peter Ogbaji
creator: Itam Barnabas Clement
creator: Catherine Kaning Agbongiasede
creator: Nneka Sophie Amalu
rights: Copyright (c) 2025
date: 2025-03-22
publication date: 2025-03-22
starting page: 67
ending page: 84
doi: 10.6000/2292-2598.2025.13.01.7

The Effectiveness of Cognitive Remediation Programs among Children with Neuro-Developmental Disorder (Dyslexia)
type: item
description: Background: Recent studies highlight that children with reading and learning disabilities experience greater difficulties in cognitive processes than normal children. Meanwhile, previous research provides evidence that psychological interventions can enhance reading and learning skills. However, the application of cognitive interventions for this population is still lacking. Objective: The study attempted to improve reading skills in dyslexic children by using cognitive remediation programs and to explore the efficacy of Cognition Enhancement Training (COGENT) and PASS Reading Enhancement Program (PREP). Methods: One group pre-test and post-test research design has been used in this study. Initially, 147 children in class V of 10-11 years were purposively selected from three schools in the Cuttack district of Odisha. In the screening process, the Test of Word Reading Efficiency (TOWRE) test was applied among children, and 14 children were identified as dyslexic. The Word Reading Mastery Test-Revised (WRMT-R) was used to evaluate the effectiveness of intervention programs. A correlated sample t-test was used to examine the significant increase in scores after interventions. Results: The t-test value for word identification was 13.88 (p <0.01), and for passage comprehension was 14.38 (p <0.01) of WRMT-R. The intervention of COGENT & PREP significantly enhanced reading skills such as phonetic decoding efficiency, phonological awareness, phonological memory, rapid naming, reading mastery, and planning ability after receiving these programs. Conclusion: The COGENT and PREP remediation programs have been statistically proven to enhance the reading skills of dyslexic children.
subject: General Articles
  topic: section
subject: Reading Mastery
  topic: keywords
subject: Reading Skills
  topic: keywords
subject: Dyslexia
  topic: keywords
subject: COGENT
  topic: keywords
subject: PREP
  topic: keywords
subject: Odisha
  topic: keywords
creator: Sipra Khuntia
creator: Prangya Paramita Priyadarshini Das
creator: Naresh Behera
rights: Copyright (c) 2025
date: 2025-03-22
publication date: 2025-03-22
starting page: 85
ending page: 95
doi: 10.6000/2292-2598.2025.13.01.8

The Relationship between Vocabulary Development and Motor Functions in Children With Cerebral Palsy
type: item
description: Objectives: This study aimed to evaluate the relationship between vocabulary development and motor functions in children with Cerebral Palsy (CP). Methods: This study used questionnaires and survey methods. Sixty children with CP with different types and extremity distributions were included in the study. Data were analyzed using the SPSS 18.0 package program for frequency and percentage values related to demographic characteristics. The Spearman Correlation test was performed to determine the relationship between motor function levels and receptive language vocabulary development levels of children with CP. Results: Although there was no statistical significance between the receptive language vocabulary development level and motor function levels of children with CP, nine children with CP were at level 5, and sixteen were at level 4 on the GMFCS. According to MACS, ten children were at level 4, and nine were at level 3. Conclusion: In the evaluation of children with CP, gross motor development levels, manual skills, fine motor development monitoring, and language development levels can improve functional outcomes and participation in therapy programs.
subject: General Articles
  topic: section
subject: Vocabulary development
  topic: keywords
subject: motor functions
  topic: keywords
subject: children
  topic: keywords
subject: cerebral palsy
  topic: keywords
creator: Adel F. Aljadaan
rights: Copyright (c) 2024
date: 2024-12-11
publication date: 2024-12-11
starting page: 190
ending page: 196
doi: 10.6000/2292-2598.2024.12.04.1

https://neolifescience.com/index.php/jiddt/article/view/9948
type: item
title: Students Interest in Research and Tendency to Acquire Research Skills among Postgraduate Students with Learning Disabilities (LD) in Two Public Universities of Cross River State, Nigeria: Implications for Psychology
description: Background: Learning disability is a permanent condition caused by abnormalities in the growth and development of the human brain, which has enormous implications for an individual's general performance. Aim: This study investigated how students’ interest in research predicted the tendency to acquire research skills among postgraduate students with Learning Disabilities (LD) in two Public Universities of Cross River State, Nigeria: Implications for Psychology. One objective, one purpose, and one statement of hypothesis were formulated. A literature review was carried out. Method: The survey research design was utilized. A stratified random sampling technique was adopted, and 49 respondents were sampled. A 16-item four-point modified Likert scale questionnaire was the instrument used for data collection. The face and content validity of the instrument were established. The reliability estimates are 0.84 using the Cronbach Alpha method. A simple linear regression statistical tool was used to test the hypothesis. The hypothesis was tested at the 0.05 level of significance. Results: The results revealed that interest significantly predicts postgraduate students with learning disabilities' tendency to acquire research skills. Hence, the more interested students with learning disabilities are in research, the more likely they are to develop strong research skills. Research skills are crucial for postgraduate studies, particularly for thesis writing, dissertation projects, and contributing to academic knowledge. By fostering research interest, universities can enhance the overall academic success of their postgraduate students. Conclusion: Interest in research significantly predicts postgraduate students' tendency to acquire research skills in the research area. Given the significant role of knowledge in humanity, acquiring research skills is integral to man. Graduate schools should have internal seminars and workshops, making it mandatory for students to present standard …
subject: General Articles
  topic: section
subject: Interest
  topic: keywords
subject: learning disabilities
  topic: keywords
subject: research skills
  topic: keywords
subject: psychology
  topic: keywords
creator: Emmanuel Uminya Ikwen
creator: Chiaka Patience Denigwe
creator: Chidirim Esther Nwogwugwu
creator: Sylvia Victor Ovat
creator: Blessing Agbo Ntamu
creator: Pauline Unwada Ekpang
creator: Matilda Ernest Eteng
creator: Florence A. Undiyaundeye
creator: Joy Dianabasi Eduwem
creator: Henriette Osayi Uchegbu
creator: Roseline Ekim Dick
creator: Remi Modupe Omoogun
creator: Samson Akinwumi Aderibighe
creator: Akongi Unimke Sylvester
creator: Philip Abane Okpechi
creator: A. Ambor Ogar
creator: Clarence Odey Odey
creator: Nneka Sophie Amalu
creator: Felicia Akpana Unimuke
creator: Samuel Eburu Odey
rights: Copyright (c) 2024
date: 2024-12-11
publication date: 2024-12-11
starting page: 197
ending page: 210
doi: 10.6000/2292-2598.2024.12.04.2