Purpose
The COVID-19 pandemic has rapidly altered the global health-care system and stretched scarce resources to the limit. Resource limitations include personal protective equipment and medical devices; however, limited resources also include the more valuable health-care professional. Recent focus has been on the acute management of COVID-19. Still, there is a need to focus on the long-term rehabilitation of patients moving out of the acute treatment phase and into survivorship due to chronic respiratory concerns and other COVID-19 complications. Multidisciplinary, collaborative teams will support positive outcomes. Thus, speech-language pathologists too must carefully consider their role in patient care during a global pandemic. What makes the COVID-19 pandemic unique is the rapid minimally mitigated spread of the disease from close contact to most regions of the world. However, what appears to be true is a collective experience and common bond across regional borders.
Conclusions
Perhaps, this global pandemic may lead to a global partnership, a shared experience, and mutually dependent relationships. Global health is no longer “international service” or something that happens “over there”; global health is our reality.
The purpose of this study was to examine the impact of teacher factors on the Mathematics performance of learners with dyscalculia in public primary schools in Starehe Sub-county, Nairobi City County. The study was guided by the social development theory of learning by Vygotsky (1978). The study was a mixed-method research applying a descriptive survey design. The target population was class seven pupils and their Mathematics teachers in 4 public primary schools in Starehe Sub-county. A sample size of 42 class seven pupils and 8 class seven Mathematics teachers were used. The purposive sampling technique was used to select teachers where only Mathematics teachers for class seven were sampled. A simple random sampling technique was used to select the learners. Data from the teachers was collected using a questionnaire. On the other hand, data from the pupils was collected using the Dyscalculia Screening Tool (Wechsler Intelligence Scale for Children - WSIC III). School records were also examined to assess pupils’ Mathematics performance. Quantitative data were analyzed through descriptive statistics of frequencies, percentages and mean with the help of the Statistical Package for Social Sciences (SPSS). Qualitative data was analyzed by organizing it into themes corresponding to the study objectives and used to enhance the quantitative findings. Findings indicated that most teachers had a strong positive attitude towards Mathematics and their teaching profession in general which on stood at a mean of 4.4 on a scale of 5. Concerning the effect of the different teacher factors assessed on pupils’ Mathematics performance, teachers’ attitude had the highest mean (4.9) followed by teachers’ workload (mean = 4.8) and teaching experience (mean = 4.5). The study concludes that although the majority of the Mathematics teachers in public schools in the sub-county have vast teaching experience, few have acquired formal training in special needs education. Overall, teachers’ factors greatly affect pupils’ Mathematics performance in public primary schools. Teachers’ academic qualifications also affect the pupils’ Mathematics performance but to a lesser extent compared to teachers’ attitude, teachers’ workload and teaching experience. The study recommended that the government, through the Ministry of Education, need to consider organizing in-service training for primary school teachers with Mathematics learning disabilities.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0929/a.php" alt="Hit counter" /></p>
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.