Teaching Children with Special Needs in Nigerian Regular Classes: Impact of Gender, Marital Status, Experience, and Specialty

Nwosu, Kingsley Chinaza; Wahl, WP; Cassim, H.; Okwuduba, Emmanuel Nkemakolam; Nnaemeka, Gloria Uzoamaka

doi:10.26803/ijlter.19.12.5

Cited by 6 publications

(10 citation statements)

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“…The experimental platform is Intel Core I5-3230m processor, 8 GB memory, Windows 7 OPERATING system PC, algorithm implementation platform is Eclipse, and the programming language is Java [ 19 ]. Data sets used in the experiment are real and synthetic public test data sets commonly used in association algorithm research.…”

Section: Association Rule Algorithm Based On Data Analysismentioning

confidence: 99%

Enterprise Operating State Evaluation Based on Association Rule Algorithm and Data Set

Zhu

2022

Computational Intelligence and Neuroscience

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In order to further improve the evaluation quality of enterprise operating efficiency, reduce the error items and invalid items of partition, and improve the objectivity of operating condition evaluation, this study takes listed enterprises as an example and proposes an evaluation method of operating efficiency based on association rule algorithm and data set. In this method, the results of operating efficiency are scientifically analyzed from horizontal and vertical dimensions. The operating cost of total assets of listed companies is taken as indicators, and the correlation test is carried out by Kendall’s tau_b. From the longitudinal comparison results, it can be seen that only 12 of the 19 enterprises in the study have small-scale changes and increase year by year, accounting for 63.16%. At the same time, there are also 6 enterprises with an overall trend of decline, which objectively reflects the reasonable operation status and operation scale of enterprises in the study.

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Section: Association Rule Algorithm Based On Data Analysismentioning

confidence: 99%

Enterprise Operating State Evaluation Based on Association Rule Algorithm and Data Set

Zhu

2022

Computational Intelligence and Neuroscience

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“…Teacher willingness to include children with special needs questionnaire (TWICWSNQ) This is a 10-item questionnaire that measures the willing efforts and intentions of regular teachers to accept SEN. Nwosu et al (2020) and Nwosu, Wahl, Oparaugo, et al (2021); Nwosu, Wahl, Cassim, et al (2021) reported that this questionnaire is a combination of the 'Teacher Willingness to Teach Challenging Children Questionnaire (TWTCCQ)' developed by Low et al (2019) and the 'Teachers' Multidimensional Attitude towards Inclusive Education Scale (TMATIES)' developed by Mahat (2008). They reported that the essence of this merger is the understanding that teaching SEN also demands provision of emotional support to these students.…”

Section: Teacher Job Satisfaction Scale (Tjs)mentioning

confidence: 99%

“…We operationalize it as reflected in teachers' gracious acceptance of children with SENs in such a way that they are ready to conscientiously modify their teaching and provide emotional supports that favour all the learners in their classes (Nwosu, Wahl, Cassim, et al, 2021; Nwosu, Wahl, Oparaugo, et al, 2021). Researchers have in recent times engaged in understanding factors that may impact on the willingness to teach SEN (Gilor & Katz, 2018a, 2018b; Low et al, 2019; Nwosu et al, 2020; Nwosu, Wahl, Cassim, et al, 2021; Nwosu, Wahl, Oparaugo, et al, 2021).…”

Section: Literaturementioning

confidence: 99%

“…Moreover, fundamental to effective inclusion of these students in regular schools is the willingness of teachers to include them in regular classes (Gilor & Katz, 2018b). Hence, researchers are increasingly investigating factors that predict regular teachers' willingness to accept children with special needs (Gilor & Katz, 2018b; Low et al, 2019; Nwosu et al, 2020; Nwosu, Wahl, Cassim, et al, 2021; Nwosu, Wahl, Oparaugo, et al, 2021). The increasing interest in this field of study is, on the one hand, prompted by the additional workload the uniqueness of SEN could present to regular teachers, which could impact teacher well‐being (Kebbi & Al‐Hroub, 2018; Low et al, 2019) and on the other hand, the reports that these students are sometimes rejected by the regular teachers (Offor & Akinlosotu, 2017), which undermines the efforts for social justice.…”

Section: Introductionmentioning

confidence: 99%

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Teacher distress tolerance and willingness to teach children with special educational needs in Nigeria: Teacher job satisfaction as a mediator

Nwosu

Wahl

Okeke

et al. 2023

Research in Spec Educ Needs

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We examined the association between regular teachers' distress tolerance (tolerance of frustration, ambiguity and discomfort) and their willingness to include children with special educational needs (SENs) in their classes, as well as the mediating function of teacher job satisfaction. We sampled 502 teachers in Anambra State, Nigeria. Our findings revealed that while teachers' tolerance of frustration had significant positive effects on job satisfaction and inclusive education willingness for children with SENs, tolerance of ambiguity did not. Tolerance of emotional discomfort was significantly related to inclusive willingness of teachers. Furthermore, teacher job satisfaction mediated the relationship between tolerance of frustration and their inclusive education willingness but could not mediate that between tolerance of ambiguity and willingness to include SENs. We concluded that tolerance of frustration and discomfort can positively impact teachers' willing efforts for inclusion, highlighting the need to foster the emotional capacity of teachers, and provide supportive structures to enhance teachers' job satisfaction.

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“…The effectiveness of co-teaching depends on the role of teachers of students with LDs in raising awareness among the administrative and educational staff in inclusive education environments. Thus, the teacher contributes to enhancing the learning of students with special needs in inclusive education environments (Nwosu et al, 2020). Contemporary trends demand that the special education teacher be a consultant for general education teachers (Abdallah et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Awareness of Co-Teaching Administration among Teachers of Resource Room Program

Al-Zoubi

Alfagih²

2022

IJLTER

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Collaborative teaching (co-teaching) is a method of providing educational services to students with learning disabilities (LDs) in general education classes, and it also reduces educational dispersion as a result of these students joining remedial instruction in special education programs. This descriptive research aimed to identify the level of awareness of co-teaching among teachers of resource room program (RRP). A total of 162 Omani teachers of RRP responded on a co-teaching scale. This scale consisted of 28 items distributed into five domains related to the concept of co-teaching, as well as co-teaching models, in addition to the elements, benefits and requirements of co-teaching. The results indicated that, according to the means and standard deviations of the scale domains, the teachers’ awareness of co-teaching was as follows: a low level of awareness of the elements, requirements and models of co-teaching, a moderate one of the benefits of co-teaching, and a high one of the concept of co-teaching. The outcomes of the t-test also showed that there were no statistically significant differences in the teachers’ awareness attributed to their specialization and teaching experience. This research recommended reconsidering the pre-service and in-service teacher training programs in Oman to align with the philosophy of co-teaching and raising awareness of it among Omani teachers and educational leaders.

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Teaching Children with Special Needs in Nigerian Regular Classes: Impact of Gender, Marital Status, Experience, and Specialty

Cited by 6 publications

References 5 publications

Enterprise Operating State Evaluation Based on Association Rule Algorithm and Data Set

Enterprise Operating State Evaluation Based on Association Rule Algorithm and Data Set

Teacher distress tolerance and willingness to teach children with special educational needs in Nigeria: Teacher job satisfaction as a mediator

Awareness of Co-Teaching Administration among Teachers of Resource Room Program

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