Journal of Intellectual Disability - Diagnosis and Treatment

Impact of Inclusive University Programs on the Development of Socio-Emotional Skills and Functional Autonomy in Students with Mild Cognitive Disabilities

Franyelit Suárez-Carreño — 2026-07-02

Background: Inclusive higher education has emerged as a critical pathway for strengthening functional independence and social integration among students with mild cognitive disabilities. Although access to university programs has expanded, empirical evidence on the effectiveness of inclusive educational interventions in promoting socio-emotional skills and functional autonomy remains limited. This study examined the impact of university-based inclusive programs on these key developmental outcomes.

Methods: A quantitative cross-sectional study design was used. Data were collected from final-year university students with mild cognitive disabilities who had participated in structured inclusive programs. A validated Likert-type questionnaire was used to measure socio-emotional skills and functional autonomy. Descriptive statistics were used to assess overall trends, while inferential analyses, including independent-samples t-tests and multiple regression, were conducted to examine group differences and predictive relationships.

Results: The findings indicated that inclusive university programs were associated with improvements in socio-emotional competencies, including self-regulation, interpersonal interaction, and decision-making, as well as in functional autonomy related to academic and everyday activities. However, the regression analysis showed that these variables did not significantly predict overall perceived program effectiveness, suggesting the influence of additional contextual and institutional factors.

Conclusions: University-based inclusive programs contribute positively to the development of socio-emotional skills and functional autonomy among students with mild cognitive disabilities. Nevertheless, their overall effectiveness appears to depend on a broader, integrative framework that includes academic support, social inclusion, and institutional resources. These findings provide relevant evidence for strengthening inclusive practices and policies in higher education.

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

Grace Onya Edu Edu — 2026-07-02

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.

Prevalence of Nomophobia Syndrome among University Students with Disabilities

Suhail Al-Zoubi — 2026-07-02

This study aimed to identify the prevalence of nomophobia syndrome among university students with disabilities (SWDs) at Sultan Qaboos University (SQU), Oman. A convenience sample of 63 SWDs completed an online Arabic version of the Nomophobia Questionnaire (NMP-Q), which assesses four sub-dimensions: not being able to access information, losing connectivity, not being able to communicate, and giving up convenience. Results showed a high prevalence of nomophobia among SWDs on all four sub-dimensions of the NMP-Q, with no significant differences in levels of nomophobia based on gender or disability category. These results highlight the technological challenges faced by SWDs and point to the need for universities to implement psychological, social, and academic support programs. Interventions that cultivate a healthier relationship with technology, such as workshops that include smartphone use strategies and self-assessment tools to identify personal triggers, can help SWDs manage nomophobia. Integrating nomophobia awareness into university curricula and conducting further research on its impact on academic achievement are also recommended.

Personal Hygiene Practices and Perceived Health Status of Individuals with Mild Intellectual Disability, in Calabar Metropolis, Cross River State, Nigeria

Michael Okaba Ataben — 2026-07-02

Introduction: Globally, individuals with intellectual disabilities face well-documented challenges in maintaining consistent personal hygiene. Evidence from high-, middle-, and low-income settings consistently linked poor hygiene practices to elevated infection risk, social marginalization, and diminished health-related quality of life. Despite this growing body of international evidence, hygiene habits and health perceptions of individuals with Mild Intellectual Disability (MID) in sub-Saharan African contexts, including Nigeria, remain poorly understood and seldom empirically examined. This study investigated the relationship between personal hygiene practices and perceived health status among individuals with MID in Calabar metropolis, Cross River State, Nigeria.

Method: Two research questions and one research hypothesis were raised to guide the study. A survey design was employed, and data were collected from a purposive sample of 120 participants aged 10 - 18 enrolled in special education programs. Personal hygiene was measured using a structured Personal Hygiene Checklist completed by the primary teacher or caregiver with the most consistent daily contact with the participant. Where both were available, the individual with the closest routine interaction was selected to minimize variability in observation. Perceived health status was assessed using a Likert-type scale appropriate for students with MID (ranging from poor to very good). Descriptive statistics and ordinal logistic regression were employed to analyze the data at a 0.05 level of significance.

Results: Generally poor hygiene practices across key daily care activities, including handwashing, toothbrushing, bathing, nail care, clothing cleanliness, and toilet use, alongside a relatively fair level of perceived health status. Inferential statistics indicated a statistically significant association between personal hygiene behaviors and perceived health status across all hygiene indicators.

Conclusion: This research provides evidence of a meaningful association between personal hygiene practices and perceived health status among individuals with MID. These findings indicate that improved hygiene behavior is positively correlated with high perceived health status among persons with MID. Structured hygiene training with visual aids, regular reinforcement, family-school partnership, and periodic monitoring were recommended. The findings can be used to shape school-based support and community-based interventions that are aimed at enhancing preventive health practices among intellectually disabled individuals.

Vaccine Hesitancy: Insights from Parents of Children with Autism Spectrum Disorder and Other Neurodevelopmental Disorders

Desislava Maslinkova — 2026-07-02

Vaccine hesitancy presents significant challenges and risks to public health worldwide. Certain groups, such as parents of children with Autism Spectrum Disorder (ASD), are more vulnerable to vaccine hesitancy due to concerns about safety, past controversies, and misinformation surrounding autism and immunization. This research aimed to evaluate various aspects of vaccine hesitancy among parents of children with ASD and other neurodevelopmental disorders (NDDs), highlighting key concerns that may influence their vaccination decisions. The study was based on data collected from a researcher-developed questionnaire examining parental attitudes and concerns regarding childhood vaccination. Participants included 225 parents of children diagnosed with NDD (ASD or other). Results revealed significant differences between the two groups of parents at the item, factor, and total-score levels, with the most prominent discrepancies regarding vaccine-related concerns (safety, side effects, and autism causality) and trust and acceptance of vaccination practices. However, vaccination decisions did not differ significantly by diagnosis, indicating that while attitudes and trust levels vary, vaccination behaviors remain consistent across diagnoses. Implications for practice include the need for tailored health messaging that addresses the specific fears and distrust of parents of children with neurodevelopmental disorders, particularly those with ASD. Effective communication strategies should be employed to provide emotional support, not just information, to improve vaccine acceptance and reduce hesitancy.

Effect of Recreational Activities on Mathematics Achievement and Self-Efficacy of Students with Mild Intellectual Disabilities in an Inclusive Classroom in Calabar Metropolis, Cross River State, Nigeria

Ekpenyong Effiong Ibok — 2026-07-02

Aims: The research work looked at the effect of recreational activities on Mathematics achievement and self-efficacy of students with mild intellectual disabilities attending an inclusive classroom in Calabar Metropolis of Cross River State, Nigeria. The research objectives were identified to guide the investigation. Two research questions were developed, each of which was transformed into a null hypothesis. A literature review of the study variables was conducted, and research gaps were outlined.

Method: The study design was a 2x2 factorial. The design was quasi-experimental and non-random. A sample of 120 students with mild disabilities (60 students were taught using recreational activities, identified on one hand, while another set of 60 were randomly selected and received teaching through the traditional method) in SSI classes within Calabar Metropolis, Cross River State, Nigeria. Data collection was based on a mathematical Achievement Test (MAT) and a Mathematics Self-Efficacy Rating Scale questionnaire (MSERSQ). The research design is based on two hypotheses. Reliability of the SES was assessed using Cronbach's alpha. 88, and the MAT reliability was calculated using the Kuder-Richardson formula 20 (KR-20), which gives an index of. 86. Descriptive statistics were employed to answer research questions, and Analysis of Covariance (ANCOVA) was employed to test the null hypotheses.

Results: The results of the analysis using ANCOVA revealed that mild intellectual disabilities students had performed better in mathematics achievement when they were tutored with recreational activities than those who received tutoring with traditional approach (F-ratio = 165.140, p<.050), with partial eta squared of 0.585 (moderate effect) and self-efficacy (F-ratio= 724.919, p<.050) with partial eta squared of .862 indicating high effect.

Conclusion: The study concluded that high academic achievement and self-efficacy of students with mild intellectual disabilities depend on the level of effective participation in recreation activities involving teachers in the teaching of mathematics concepts.