Journal of Intellectual Disability - Diagnosis and Treatment

Parent-School Collaboration and Its Role in Facilitating Research Participation of Students with mild Intellectual Disability: A Cross-Sectional Survey

2025-12-17T11:02:11+00:00

Introduction: Inclusive education emphasizes the need for students with intellectual disabilities (ID) to participate actively in all academic activities, including research. Despite this ideal, students with mild intellectual disabilities (MID) often face obstacles that hinder their engagement, revealing significant gaps in equal access to educational opportunities. Previous studies suggest that collaborative partnerships between parents and schools can play a vital role in promoting meaningful participation; however, there is limited empirical evidence on the effectiveness of these collaborations in supporting research engagement among students with MID.

Purpose of the Study: The primary objective of this study was to investigate the impact of parent-school collaboration on research participation among students with MID. In particular, the study sought to determine how teacher involvement, parental engagement, school-home communication, and parental provisions collectively and individually predict students' participation in research activities.

Methods: This research employed a cross-sectional survey approach, gathering data from 437 students with mild intellectual disabilities enrolled in public schools in Cross River State, Nigeria. A quantitatively validated questionnaire was used to ensure the reliability and validity of the data collected. Analyses included descriptive statistics, one-sample t-tests, and multiple regression to examine the relationships and predictive power of the identified factors.

Findings: The findings revealed that students with MID generally demonstrated low levels of participation in research activities. Collectively, parental engagement, teacher involvement, school-home communication, and parental provisions influenced research participation. Among these factors, teacher involvement was the most influential predictor, followed by parental engagement and provisions, whereas school-home communication contributed the least.

Conclusions: The study highlights the vital role that both educators and parents play in promoting research participation among students with MID. The results have implications that extend beyond the local context, highlighting global challenges in ensuring equitable academic opportunities for students with intellectual disabilities and underscoring the importance of promoting inclusive education practices.

Implications: From a theoretical perspective, the study enhances existing models of inclusive education by clarifying the relative impact of school- and family-based support on research participation. Practically, it highlights the need for targeted teacher training, structured programs to promote parental involvement, and enhanced school-home communication channels. Policymakers are encouraged to adopt inclusive research participation guidelines to cultivate supportive learning environments, ultimately enhancing students' academic development, engagement, and long-term outcomes.

Doodly-Based Multimedia Instructional Intervention and Academic Achievement of Undergraduate Students with Learning Disabilities in Educational Technology

2025-12-17T11:02:09+00:00

Traditional instructional strategies may not provide the essential elements necessary for students with learning disabilities (LDs) to learn effectively. This ultimately leads to decreased motivation and underachievement. Since Doodly-based multimedia has been scientifically proven to enhance learning outcomes, one wonders if such effects could be replicated on the academic achievement of students with LDs. The study explored the impact of Doodly-based multimedia instructional intervention (DBMII) on the academic achievement of undergraduate students with LDs in Educational Technology (EdTech). The research employed a 2x2 quasi-experimental factorial design, with pre- and post-tests to explore the effects of DBMII. The census sampling technique was used to draw a sample of 38 (22 males and 16 females) third-year special education students with confirmed cases of LDs. The data collection used the Educational Technology Achievement Test (ETAT). The validation was conducted by three specialists and had a reliability coefficient of 0.82 using the Kuder-Richardson 21 formula, before it was administered, marked, scored, coded, and analyzed. Analysis of Co-Variance (ANCOVA) was employed to test the hypotheses, setting the significance threshold at the 0.05 level. The findings revealed a statistically significant beneficial effect of DBMII on the academic achievement of undergraduate students with learning disabilities in EdTech. Also, gender did not significantly influence educational achievement, and no interaction effects between gender and Doodly-based multimedia instructions were observed. It was concluded that Doodly-based multimedia instructions have a statistically significant beneficial effect on the academic achievement of undergraduate students with LDs in EdTech, without any significant influence of gender.

Inclusion of Students with Borderline Cognitive Impairment in Secondary Schools: Challenges and Coping Strategies

2025-12-17T11:02:08+00:00

Background: The challenges of managing students with borderline cognitive impairment in an inclusive classroom are enormous. Therefore, there is a need for appropriate coping strategies to foster the successful inclusion of students with borderline cognitive impairment in the day-to-day classroom activities.

Aim: This study examines the challenges facing the inclusion of students with Borderline Cognitive Impairment (BCI) and the coping strategies often adopted by these students in the Ogoja Education Zone of Cross River State, Nigeria.

Method: The study adopted a descriptive survey design. One hundred and sixty-nine students with BCI in twenty (2) regular secondary schools were selected, using the purposive sampling technique. The instrument for the study was a questionnaire titled "Academic Challenges and Coping Mechanism of Students with Borderline Cognitive Impairment Questionnaire (ACCMSBCIQ 0.67).

Results: The study revealed that inclusive education for students with BCI at the secondary school level in the Ogoja Education Zone of Cross River State is hindered by a complex web of interconnected challenges. The study also revealed that students with BCI adopt several coping strategies to remain included in the secondary education program in the study area.

Recommendation: Based on the findings of the study, the researchers recommend that the government and other stakeholders should organize adequate training on the inclusion of students with BCI for all secondary school teachers in Cross River State

Leveraging Artificial Intelligence to Enhance Inclusive Teaching for Students with Intellectual Disabilities in Nigerian Universities

2025-12-17T11:02:07+00:00

Background: Artificial Intelligence (AI) offers significant opportunities for advancing inclusive teaching, particularly for students with intellectual disabilities in Nigerian universities. By leveraging AI tools, educators can help close learning gaps, boost student engagement, and promote equitable learning experiences. This study explores the extent to which lecturers use AI tools to support inclusive teaching and examines how these tools influence the academic engagement of students with intellectual disabilities.

Methods: A descriptive survey design was employed, involving 600 lecturers drawn through accidental sampling from universities across Nigeria. Data were collected using a structured questionnaire that assessed the use of AI tools, lecturers’ perceptions of their effectiveness, and their impact on students’ academic engagement. Descriptive statistics (mean and standard deviation) were used to summarize the responses. At the same time, independent t-tests and multiple regression analyses were employed to test the hypotheses at the 0.05 level of significance.

Results: Findings indicated that lecturers’ overall use of AI tools in inclusive teaching was low. Nevertheless, in cases where AI was applied, it was perceived to have a strong positive effect on students’ engagement. Specifically, lecturers noted improvements in students’ attention, participation, interest in learning tasks, and task completion when AI tools were integrated into instruction. Further analysis revealed that factors such as gender, teaching experience, and the type of university did not significantly affect how AI was adopted. Instead, what mattered most was how actively lecturers integrated AI tools into their teaching. This level of engagement proved to be the strongest factor linked to improved student participation and learning outcomes.

Conclusions: The study highlights AI’s transformative potential in fostering inclusive education in Nigerian universities. Although current utilization remains limited, the reported benefits suggest that greater investment in lecturer training, technological infrastructure, and supportive policies could expand the role of AI in inclusive teaching. These insights contribute to global efforts toward Sustainable Development Goal 4, which emphasizes inclusive and equitable quality education for all.

Improving Mathematics Achievement and Self-Efficacy in Students with Mild Intellectual Disabilities using the 7Es Learning Strategy in Inclusive Classrooms in Calabar Education Zone of Cross River State, Nigeria

2025-12-17T11:02:06+00:00

Aim: The study examined the effect of the 7Es learning strategy on Mathematics achievement and self-efficacy of students with mild intellectual disabilities in an inclusive classroom in Calabar Education Zone of Cross River State, Nigeria. The study objectives were established to provide direction and focus for this research. Two research questions were formed, which were converted to two null hypotheses. A literature review was done based on the study variables, and the research gaps were also stated.

Method: The study used a 2x2 factorial design in this investigation. The design was quasi-experimental and non-randomized. The population of the study consisted of 4,031 Senior Secondary (SSII) students with mild intellectual disabilities in Calabar Education Zone of Cross River State, Nigeria, of which a sample of 200 students with mild disabilities were selected (100 students were taught using the 7Es learning strategy, while 100 were taught using the traditional approach). The data was gathered using a mathematical achievement test (MAT) and a Mathematics Self-Efficacy Rating Scale questionnaire (MSERSQ). The reliability coefficients are strong (KR-20 = 0.88, Cronbach's Alpha = 0.90) for the MAT and MSERSQ, respectively, indicating good reliability. Two research hypotheses guided the study. Descriptive statistics were used to examine the data, and Analysis of Covariance (ANCOVA) was applied to test the null hypotheses.

Results: The results of the analysis using ANCOVA indicated that students with mild intellectual disabilities who received tutoring using the 7Es learning strategy outperformed those who received tutoring using the traditional approach in terms of mathematics achievement (F-ratio = 268.399, p < 0.050), with a partial eta squared of 0.577 indicating a moderate effect, and self-efficacy (F-ratio = 1261.293, p < 0.050) with a partial eta squared of 0.865 indicating a high impact.

Conclusion: The study concluded that the high academic achievement and self-efficacy of students with mild intellectual disabilities depend on the practical application of the 7Es teaching technique by teachers in teaching Mathematics concepts.

Recommendation: Among other recommendations, the 7Es learning strategy should be adopted into the teaching and learning of Mathematics to improve mathematics achievement and self-efficacy of learners with diverse needs.

Unique Contribution: This study's key contribution was to introduce the 7Es learning strategy as an effective pedagogical tool for enhancing mathematics achievement and self-efficacy of students with diverse needs.

Effect of Artificial Intelligence (AI)-Scaffolded Planning Tools on Research Question Formulation Among Students with Mild Intellectual Disabilities: A Randomized Controlled Trial Analysis

2025-12-17T11:02:04+00:00

Introduction: Students with mild intellectual disabilities often encounter significant difficulties when faced with complex academic tasks, particularly in developing research topics. These challenges are not only linked to their cognitive limitations but are also compounded by limited instructional support within learning environments. As a result, there is an increasing need for innovative strategies that can simplify learning without diluting academic standards. One promising approach is the use of artificial intelligence–based scaffolding tools, which provide learners with structured guidance to help them navigate demanding academic tasks.

Purpose: This study aimed to explore how AI-supported planning tools influence students' ability to formulate research topics. Beyond this central objective, the study also examined whether differences in school type and gender affected students' performance when supported with AI scaffolding.

Methods: The study adopted a pretest–posttest randomized controlled trial involving 94 students. Participants were randomly assigned to either the experimental group, which received AI-scaffolded support, or the control group, which did not receive any support. The Research Topic Quality Scale, adapted from Creswell and Clark (2018), was employed to evaluate the clarity, feasibility, and alignment of research topics generated by the students. Data analysis was conducted using ANCOVA to examine both main effects and interaction effects of the independent variables.

Results: The findings revealed that students who had access to the AI-scaffolded tool performed significantly better in developing their research topics compared to those in the control group. In addition, results showed that private school students achieved higher scores than their counterparts in public schools, suggesting that resource availability played a role. Gender, however, did not emerge as a significant factor in students’ performance. No significant interaction effects were found between school type, gender, and intervention.

Conclusion: The study demonstrates that AI-based scaffolding has the potential to enhance the ability of students with mild intellectual disabilities to engage with higher-order academic tasks, such as formulating research topics. While the intervention proved effective for both male and female learners, the differences observed between private and public schools highlight persistent inequalities in educational resources that still need to be addressed.

Originality/Value: This research contributes to the growing body of evidence supporting the integration of artificial intelligence into inclusive education. By demonstrating that AI-driven scaffolding can enhance complex academic skills, the study underscores its value as a practical and innovative approach for promoting educational success among students with mild intellectual disabilities.

Interactive Effect of Gender and Self-Efficacy on Mathematics Achievement among Students with Mild Intellectual Disability in Calabar Education in Cross River State of Nigeria: Implications for Inclusive Education

2025-12-28T09:33:05+00:00

Background: Due to the poor academic achievement of identified SS1 students with mild intellectual disabilities in public secondary schools, this research investigates how gender interacts with self-efficacy regarding mathematics achievement. The goal is to improve these students' academic achievement in mathematics. Studies on the interactive effects of gender and self-efficacy on mathematics achievement in Nigeria are scarce.

Objective: This paper examines the interactive effect of gender and self-efficacy on the mathematics achievement of SS1 students with mild intellectual disabilities in the Calabar Education Zone of Cross River State, Nigeria.

Methodology: An ex-post facto design was adopted. The study population consisted of 4,031 Senior Secondary (SSI) students with mild intellectual disabilities in the Calabar Education Zone of Cross River State, Nigeria. A sample of 538 students was selected (286 males and 252 females). The instruments used for data collection were the Mathematics Achievement Test (MAT) and a Mathematics Self-Efficacy Rating Scale Questionnaire (MSERSQ). The reliability coefficients were strong (KR-20 = 0.83, Cronbach's Alpha = 0.79) for the MAT and MSERSQ, respectively, indicating good reliability. The study was guided by two research hypotheses. Descriptive statistics were used to describe the collected data, while analysis of covariance and Pearson product-moment correlation were used to test the first hypothesis, and a two-way ANOVA was used to test the second hypothesis.

Results: The analysis using Pearson product-moment correlation indicated a significant positive correlation between self-efficacy and mathematics achievement among students with mild intellectual disabilities (r = 0.656, n = 538, p < 0.05). The results of the two-way ANOVA indicated a statistically significant interaction between gender and self-efficacy on mathematics achievement (F = 13.670, n = 538, p = 0.000). This interaction suggests that the influence of self-efficacy on mathematics achievement varies by gender. Specifically, male students (mean = 31.818, SD = 8.320) tended to achieve higher mathematics scores than female students (mean = 27.389, SD = 7.736) did, given their self-efficacy levels.

Conclusion: The study found a significant positive relationship between self-efficacy and mathematics achievement, and an interaction between gender and self-efficacy among students with mild intellectual disabilities.

Unique Contribution: This paper highlights the unique influence of self-efficacy and the interactive effect of gender and self-efficacy on students with mild intellectual disabilities' mathematics achievement.

Recommendation: The government should ensure that sufficient qualified counselors are recruited to help raise students' self-efficacy and guide them accordingly.