Teachers’ and School Psychologists’ Roles in Post-Diagnostic Educational Planning for Learners with Intellectual Disability in Calabar Metropolis, Nigeria

Authors

  • Grace Onya Edu Edu Department of Curriculum and Teaching, University of Calabar, Calabar, Nigeria
  • Samson Akinwonmi Aderibigbe Department of Special Education, University of Calabar, Calabar, Nigeria
  • Uduak Edet Uwe Department of Curriculum and Teaching, University of Calabar, Calabar, Nigeria
  • Idaka Etta Etta Department of Curriculum and Teaching, University of Calabar, Calabar, Nigeria
  • Ebeten Bassey Otu Dept. of Vocational and Technical Education, University of Cross River State, Calabar, Nigeria
  • Akomaye Agwu Undie Department of Guidance and Counselling, University of Calabar, Calabar, Nigeria
  • Veronica Nakanda Effiom Department of Social Studies Education, University of Calabar, Calabar, Nigeria
  • Catherine Ejor Bisong Department of Curriculum and Teaching, University of Calabar, Calabar, Nigeria
  • Janet Menku Anoh Department of Curriculum and Teaching, University of Calabar, Calabar, Nigeria
  • Daniel Daniel James Department of Special Education, University of Calabar, Calabar, Nigeria
  • Promise Ogban Eko Department of Curriculum and Teaching, University of Calabar, Calabar, Nigeria
  • Abdullahi Abdallah Ahmad Department of Primary Education, School of Early Childhood Care and Primary Education, Federal College of Education (Tech), Gombe, Gombe State, Nigeria
  • Remi Modupe Omoogun Department of Environmental Education, Faculty of Science Education, University of Calabar, Calabar, Nigeria
  • Etuki Eborty Egbonyi Department of Environmental Education, Faculty of Science Education, University of Calabar, Calabar, Nigeria
  • Oham Sunday Bassey Department of Environmental Education, Faculty of Science Education, University of Calabar, Calabar, Nigeria
  • Ubana Obeten Osong Department of Mass Communication, University of Calabar, Calabar, Nigeria
  • Uchenna Alefia Nwachor Department of Mass Communication, University of Calabar, Calabar, Nigeria
  • Peace Oja Egbai Department of Mass Communication, University of Calabar, Calabar, Nigeria
  • Effiong Edet Okon Department of Mass Communication, University of Calabar, Calabar, Nigeria
  • Stephen Regie Nyong Department of Mass Communication, University of Calabar, Calabar, Nigeria
  • Enya Elemi Echeng Department of Fine and Applied Arts, University of Calabar, Calabar, Nigeria
  • Effionwan Effiom Okon Department of Educational Management, University of Calabar, Calabar, Nigeria
  • Ogban Nkanu Ogban Department of Educational Management, University of Calabar, Calabar, Nigeria

DOI:

https://doi.org/10.6000/2292-2598.2026.14.02.2

Keywords:

Teachers, school psychologists, post-diagnostic planning, intellectual disability, collaboration, institutional support

Abstract

This study examined the roles of teachers and school psychologists in post-diagnostic educational planning for learners with intellectual disability in Calabar Metropolis, Cross River State, Nigeria. It aimed to investigate how diagnostic information is translated into educational plans, how professional roles are enacted and coordinated, and the extent to which these processes influence the quality of individualized educational support. A descriptive survey design was adopted, involving 202 teachers and 68 school psychologists selected through a multi-stage sampling technique. Data were collected using a validated and reliable Questionnaire on Post-Diagnostic Planning (Cronbach’s alpha = 0.81). Analyses included independent-samples t-tests, Pearson correlations, one-way ANOVA, Tukey HSD post hoc tests, and multiple regression, all conducted at the 0.05 significance level. Findings revealed no significant difference between teachers’ and psychologists’ roles in planning (t = -1.02, p = 0.309), but collaboration between teachers and psychologists positively correlated with planning effectiveness (r = 0.61, p < 0.001). Professional qualification significantly influenced teachers’ effectiveness (F = 6.84, p = 0.002), while years of experience significantly enhanced psychologists’ effectiveness (F = 5.91, p = 0.004). Moreover, institutional support significantly predicted planning quality (β = 0.48, t = 8.21, p < 0.001). The study concludes that effective post-diagnostic educational planning depends on human factors (experience and qualifications), organizational support, and interprofessional collaboration. These findings highlight the need for capacity-building programs, structured collaborative practices, and supportive institutional policies to enhance educational outcomes for learners with intellectual disabilities.

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Published

2026-07-02

How to Cite

Edu Edu, G. O. ., Aderibigbe, S. A. ., Uwe, U. E. ., Etta, I. E. ., Otu, E. B. ., Undie, A. A. ., Effiom, V. N. ., Bisong, C. E. ., Anoh, J. M. ., James, D. D. ., Eko, P. O. ., Ahmad, A. A. ., Omoogun, R. M. ., Egbonyi, E. E. ., Bassey, O. S. ., Osong, U. O. ., Nwachor, U. A. ., Egbai, P. O. ., Okon, E. E. ., Nyong, S. R. ., Echeng, E. E. ., Okon, E. E. ., & Ogban, O. N. . (2026). Teachers’ and School Psychologists’ Roles in Post-Diagnostic Educational Planning for Learners with Intellectual Disability in Calabar Metropolis, Nigeria. Journal of Intellectual Disability - Diagnosis and Treatment, 14(2), 92–128. https://doi.org/10.6000/2292-2598.2026.14.02.2

Issue

Vol. 14 No. 2 (2026)

Section

General Articles
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