E DEPARTMENT OF EDUCATIONAL EVALUATION AND COUNSELING PSYCHOLOGY

The study investigated Factors affecting the acquisition of adaptive behaviour skills among learners with intellectual disability in Oredo local government of Edo state. Specifically, the study aimed at investigating the curriculum used for learners with intellectual disabilities in these special schools, as well as exploring the teaching/leaning resources used for learners with intellectual, while also identifying teacher factors and teaching strategies for enhancing acquisition of adaptive behavior skills among learners with intellectual disabilities and the possible factors that affects the acquisition of necessary skills. To guide the study, four research questions were raised. The study population constituted of all teachers teaching learners with intellectual disabilities and study sample was drawn from two junior secondary schools in Oredo local government of Edo stateIhogbe college and Charilove with total sample of 18 teachers. A survey design which entails the use of structured questionnaire in obtaining data on the subject matter was adopted in sampling the opinions of the respondents. A total of 18 copies of the questionnaire was sent out to the respondents, retrieved and used for analysis. The study employed descriptive mean, in analyzing the data. Findings obtained from the study established that teachers and learners have been struggling with inadequate resources for teaching learners with intellectual disabilities. In fact, all the respondents admitted that resources were inadequate for running school activities. Based on the study findings, the study recommended that government should provide regularly the equipment/resources needed in public special schools to teach children with intellectual disability in other to increase their adaptive skill

The study investigated self-esteem as a correlate of shyness among students with disabilities in secondary schools in Oredo Local Government. Four research questions guided this study. The study adopted a descriptive survey research design, and 100 learners with disabilities in Oredo Local Government participated in the study.

The research instrument consisted of a shyness and self-e teem scale, which was validated by the researcher’s supervisor and two other experts in the Department of Educational Evaluation and Counselling Psychology. The instrument was subjected to Cronbach’s alpha reliability testing, which showed a reliability coefficient of 0.71 and 0.73 for the shyness and self-esteem scales, respectively.

The findings revealed the prevalence of shyness among students with disabilities in public schools in Oredo Local Government. Furthermore, the study showed that shyness contributes to low self-esteem among these students. The study concluded that by addressing the psychological needs of learners with disabilities, educators and policymakers can create inclusive and supportive learning environments that promote the holistic development and well-being of students in secondary schools. The study recommended that school administrators and educators develop and implement targeted interventions within the school curriculum to address shyness among students with disabilities. Additionally, parents and caregivers should encourage and reinforce a positive self-image and sense of self-worth in children with disabilities.
Keywords: Self-esteem, Shyness, Students with Disabilities, Secondary Schools, Oredo Local Government, Inclusive Education If you want, I can also help you rewrite it in a more concise academic style suitable for publication in a journal—it would make it sound more professional and easier to read. Do you want me to do that?