The impact of parental role on students' achievement has received a significant amount of research attention in the general, but surprisingly, very little research has been conducted in this area for students with disabilities. This study investigated the relationship between parental role (both at home and school) and Mathematics achievement for students with visual impairments. The samples used for the study (N = 215 and N = 153) were taken from St. Francis Special Schools for the Deaf and Dumb, Vandeikya and Otukpo respectively. Multilevel modelling was used to investigate the research questions. Parental role at school was positively associated with Mathematics achievement for students who began the study in primary school, and parental role at home was negatively associated with Mathematics achievement for students without a cognitive disability. Thus, there was a strong positive association between Mathematics achievement and parental role at home for students who also had a cognitive disability.

The purpose of this study was to examine College of Education students' perceptions of school psychologist's roles and functions. Participants were 200 (164)

The purpose of this study was to examine College of Education students' perceptions of school psychologist's roles and functions. Participants were 200 (164) students in College of Education, Katsina-Ala. A questionnaire was employed to collect the data. It was found that college students majoring in secondary education rated all roles/functions as significantly more important than those majoring in primary education (p < .05). Students majoring in secondary education and those majoring in primary education differed significantly in their expectation on who they thought should serve the various roles and functions of a school psychologist if a school psychologist is not available. NCE 2 rated all of the roles/functions significantly higher than did NCE 1 (p < .05). However, NCE 1 and NCE 2 did not differ significantly (p > .01) on who they thought should perform the various roles and functions of an unavailable school psychologist. Implications of the findings were also presented in this article.