IMPACT OF SPECIAL EDUCATION ON LEARNING ADJUSTMENTS OF PRIMARY SCHOOL PUPILS WITH DYSLEXIA IN THE COVID-19 PANDEMIC ERA IN MONGUNO LGA, BORNO STATE – International Journal of Research in Education Humanities and Commerce

IMPACT OF SPECIAL EDUCATION ON LEARNING ADJUSTMENTS OF PRIMARY SCHOOL PUPILS WITH DYSLEXIA IN THE COVID-19 PANDEMIC ERA IN MONGUNO LGA, BORNO STATE

Gambo Mustapha Aliyu Ph.D & Ibrahim Muhammad Ado

ABSTRACT

The study examined the impact of special education on the learning adjustment of primary school pupils with dyslexia in the covid-19 pandemic era in Monguno LGA, Borno State. The study adopted a descriptive research design. The study has three objectives and answers three research questions. The population of consists of all the 2303 primary school pupils in Monguno LGA. A sample of 163 primary six (6) pupils identified with dyslexia and were taught using special education methods of instruction was used in the study. The sample was selected using the purposive sampling technique. The instrument used for data collection was a researcher-designed questionnaire which was validated by experts in the areas of educational psychology, guidance and counseling, and special education. The reliability of the instrument was obtained through item analysis and Cronbach alpha reliability and a coefficient of 0.86 was obtained. The data obtained were analyzed using mean scores and standard deviation. The findings revealed that the primary six (6) pupils of Monguno LGA exhibit several symptoms of dyslexia which includes difficulty in recognizing written words, sequencing syllables, rhyming, determining a simple sentence, spelling, and difficulty in separating, and segmenting sounds in a spoken word among others. The study found that dyslexia has effects on the learning of pupils such as inability to complete assignments that result in low grades, lack of confidence, inability to express self and constantly failing in-class work, negative self-image and feelings of depression, and poor academic performance. The study further revealed that special education methods of teaching have significant positive impacts on the learning adjustments of pupils. Based on the findings some recommendations were made, which are: Borno State Universal Basic Education Board should intensify their efforts to identify pupils with dyslexia in schools in Borno State and provide special education methods of teaching to them and also should provide the necessary support for special education teachers to enable them effectively teach pupils with dyslexia using special instructions so that they can achieve learning adjustments which can result in the pupils developing interest in school and improved academic performance.

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