AVAILABILITY OF SUPPORT SYSTEMS FOR PREVENTING LEARNER ATTRITION THROUGH INCLUSIVITY AMONG SPECIAL NEEDS IN NNAMDI AZIKIWE UNIVERSITY, AWKA
Keywords:support systems, learner attrition, inclusivity, special needs
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.
I. Amini, C.M. (2012). Students’ perception of learner support services at the National Open University of Nigeria. Prime Research on Education, 2(7), 301-308.
II. Danlami, A. (2015). Educating special needs children in the regular school: Challenges and opportunities for Nigeria. National Journal of Inclusive Education, 3(1), 47 - 53
III. Mishra, M. P., Sharma, V. K., & Tripathi, R. C. (2011). ICT as a tool for teaching and learning in respect of learner with disability. New Delhi: GNOU Press
IV. Nwasor, V.C., & Ndubuisi, M.C. (2012). Interventions for visually impaired learners. Unizik Orient Journal of Education, 6 (1), 302-309.
V. Nworgu, B. G. (2015). Educational research: Basic issues and methodology. Ibadan: Wisdom Publishers.
VI. Okafor, I.C. (2015). Utilization of learner support services by the students of National Open University of Nigeria (NOUN) study centres in South East of Nigeria. Unpublished doctoral dissertation, Department of Adult and Extra-mural, Faculty of Education, University of Nigeria, Nsukka.
VII. Okeke, J. (2017). Teachers’ awareness and use of assistive technologies for English Language instruction in Awka Education Zone. Unpublished research project, Department of Educational Foundations, Faculty of Education, Nnamdi Azikiwe University, Awka.
VIII. Okonkwo, O.G. (2017). Perceptions of undergraduates English language students on learners’ support system in Nnamdi Azikiwe University, Awka. Unpublished research project, Department of Educational Foundations, Faculty of Education, Nnamdi Azikiwe University, Awka.
IX. Okoye, U.O. (2010). Support systems and coping strategies available to physically challenged students in University of Nigeria, Nsukka. Educational Research, 1 (11), 666-671.
X. Ozoji, E.D. (2006). Special needs education and rehabilitation for beginner professionals. Jos: Deka publications.
XI. Ozoji, E.D., Unachukwu, G.C., & Kolo, I.A. (2016). Modern trends and practices in special education. Lagos: Foremost Educational Service Limited.
XII. UNESCO (1994). The Salamanca statement and framework for action on special needs education: Access and Quality. Salamanca, Spain, June7th-10th.
How to Cite
Copyright (c) 2022 International Education and Research Journal (IERJ)
This work is licensed under a Creative Commons Attribution 4.0 International License.