Journal of Intellectual Disability - Diagnosis and Treatment

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

Mahmoud Mohamed Eltantawy — 2025-07-05

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' competencies for implementing transition plans and teaching self-efficacy. This is indicative of the effectiveness of the activities and strategies included in the program in enhancing these competencies and skills for the teachers.

Conclusions: The study at hand is one of the few that contributes to the professional development of teachers working with students with intellectual disabilities in an Egyptian environment. The study also presented two measuring instruments: one for transition competencies, another for teaching self-efficacy, and a training program for enhancing both.

Effect of Counselling Services on Parental Management of Children with Cerebral Palsy in Enugu State, Nigeria

Vitalis Ugochukwu Eke — 2025-07-05

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.

Cardiovascular Disease and Mental Health in Intellectual Disabilities: A Vicious Cycle of Risk and Care Gaps

Abhishek Pratap Yadav — 2025-07-05

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 this marginalized population.

Innovative Digital Tools for Enhancing Phonemic Awareness among Learners with Mild Cognitive Impairment in Calabar Education Zone of Cross River State, Nigeria

Emmanuel Uminya Ikwen — 2025-07-05

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.

Editorial: Fostering Inclusive Education and Psychological Well-being for Students with Intellectual Disabilities in Nigeria

John Edwin Effiom — 2025-07-05

Editorial

Exploring the use of Assistive Digital Resources in Enhancing Learning for Students with Intellectual Disabilities in Cross River and Akwa Ibom States, Nigeria

Oluwaseun Omowumi Akin-Fakorede — 2025-07-05

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 the learning outcomes of students with intellectual disabilities. There is a significant difference between urban and rural schools in the availability of assistive digital learning tools for students with intellectual disabilities.

Conclusion: Based on the study's results, it was concluded that there is a significant relationship between the availability of assistive digital resources and their level of utilization in teaching students with intellectual disabilities. There is also a significant relationship between the use of assistive digital resources and the learning outcomes of students with intellectual disabilities. There is a significant difference between urban and rural schools in the availability of assistive digital learning tools for students with intellectual disabilities.

Recommendation: Schools and disability support centers should implement peer-mentoring programs and anti-drug clubs that empower students to resist negative peer pressure.

Emotional Intelligence as a Predictor of Research Skills Acquisition Among University Students with Intellectual Disabilities in Calabar, Nigeria

Chidirim Esther Nwogwugwu — 2025-07-05

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 competencies such as self-awareness, motivation, and interpersonal sensitivity are essential tools in enabling these students to participate fully in research activities. Hence, emotional intelligence components collectively predict research skills acquisition. There is a significant difference between male and female students with intellectual disabilities in their level of research skills acquisition.

Conclusion: This research concluded that there is a statistically significant relationship between emotional intelligence and the ability to develop and perform research tasks. It affirms the critical role emotional intelligence plays not just in social functioning but also in academic productivity, especially among students who often face exclusion or limited support.

Recommendation: Universities should incorporate emotional intelligence training into their special education and general academic programs to build students’ self-efficacy and research competence.

Self-Correction vs. Lecturer-Correction: Effects on Research Achievement and Alcohol Use in Intellectual Disabled Undergraduates in Federal Universities of Southern Nigeria

Henrietta O. Uchegbue — 2025-07-05

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 level of significance using Analysis of Covariance (ANCOVA).

Results: The findings revealed that student correction strategies are more effective than lecturer correction strategies in enhancing the research method achievement of students with intellectual disabilities. The self-correction strategy significantly improves student interest in research methods more than the lecturer-led correction approach. There is a significant difference in achievement between male and female students, regardless of the correction strategy used. No statistically significant difference in interest scores between male and female students taught research methods using either lecturer-correction or self-correction strategies. Male and female students differed in their alcohol use outcomes following instruction using either the self-correction or lecturers’ correction strategies.

Conclusion: Based on the result of the study, it was concluded that student correction strategies are more effective than lecturer correction strategies in enhancing the research method achievement of students with intellectual disabilities. The self-correction strategy significantly improves student interest in research methods more than the lecturer-led correction approach. There is a significant difference in achievement between male and female students, regardless of the correction strategy used. No statistically significant difference in interest scores between male and female students taught research methods using either lecturer-correction or self-correction strategies. Male and female students differed in their alcohol use outcomes following instruction using either the self-correction or lecturers’ correction strategies.

Recommendation: Given the superior effectiveness of student correction strategies over lecturer-led corrections in enhancing students’ achievement in research methods, it is recommended that educators integrate structured self-correction approaches into their teaching. This can be achieved through guided reflection exercises, peer review tasks, and the use of checklists or correction templates that promote independent learning and metacognitive development.

Psychological Implications of Recreational Drug use among Students with Intellectual Disabilities in Nigeria

Achi Ndifon Bekomson — 2025-07-05

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 environment are significant predictors of recreational drug use among students with intellectual disabilities, while family background is not.

Conclusion: The findings of this study highlight a disturbing reality: students with intellectual disabilities are at substantial risk of psychological harm due to recreational drug use.

Recommendation: Schools and disability support centers should implement peer-mentoring programs, social skills training, and anti-drug clubs that empower students to resist negative peer pressure.

Utilization of Digital Resources for Learning by Students with Intellectual Disabilities in Southern Nigeria

Virginia Emmanuel Ironbar — 2025-07-05

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.