Ifejiofor, Adaobi Patricia, Nwasor, Victor Chekume


The study set out to find out the availability of learner support systems for special needs learners in Nnamdi Azikiwe University, Awka. The study adopted the descriptive survey as its design. Two research questions were formulated and two hypotheses were tested for the study. A research population of 27 special needs learners consisting of 11 visually impaired and 16 physically challenged learners were conveniently sampled for the study. A questionnaire aptly titled, was used to elicit responses from the participants of the study. It had two sections; the first on respondents’ demographic variables and the second on the actual items generated from literature. It was rated on a dichotomous scale, expert validated for face and content validity and reliability tested using the Kuder-Richardson statistics, with a yield of 0.783 as its reliability coefficient.  Simple percentage was used to answer the research questions and chi-square was used to test the hypotheses at 0.05 level of significance. Findings of the study revealed that visually impaired learners and physically challenged learners perceived that learners’ support systems are not available in Nnamdi Azikiwe University Awka. Also, the study disclosed no significant difference between physically challenged learners and visually impaired learners on the availability of learner support systems in Nnamdi Azikiwe University, Awka based on their gender. The study concluded that, Nnamdi Azikiwe University management has so far not provided learner supports to special needs learners in form of counselling and orientation services to help special needs learners acquiesce to learning and persevere in the face of adversity. It was recommended among others that, the university management should take inclusive education seriously so that attrition will not engulf the will and determination of the learners with special needs.


support systems, learner attrition, inclusivity, special needs

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