ASSESSMENT OF THE KNOWLEDGE AND LEVEL OF AWARENESS OF TEACHERS HANDLING DYSLEXIA IN LOWER PRIMARY SCHOOLS IN OSUN STATE, NIGERIA

Abstract

The study assessed the knowledge and level of awareness of teachers' handling dyslexia in lower primary school pupils in Osun State, Nigeria. It also determined the status of dyslexic children based on school type in the study area and investigated the influence of variables such as additional qualification and years of experience of teachers on awareness of symptoms of dyslexia in lower primary school in Osun State. The population for the study comprised all lower primary schools I-III and 3 teachers in Osun State. The study adopted a descriptive survey research design with the population for the study comprising all lower primary one, two and three teachers in Osun State. Multi stage sampling procedure was used to select the sample for the study. Three local government Areas (LGAS) were selected from each of the three senatorial districts in the state using simple random sampling technique. 10 primary schools (5 private schools and 5 public schools) were selected from each LGAS using simple random sampling technique, making a total of 30 schools. Three teachers were selected from primary one, two and three in each school using purposive sampling technique because primary one, two and three are the lower basic classes. This gave a total of 270 teachers that was used for the study. One-self designed research instrument was used to collect data for the study which was titled 'Level of Awareness of Teachers Handling Dyslexic Children Questionnaire' (LATHDCQ). The instrument was validated and tested for reliability and found reliable with a reliability coefficient of 0.75. Data collected were tested frequency percentages and regression analysis. The results of the study showed that the level of teachers' awareness on dyslexia symptoms in lower primary schools was moderate at 51.5% in Osun State. Further results showed that the status of dyslexic children in private schools is low at 53.6% while the status of dyslexic children in public schools is high at 51.6% in lower primary schools in Osun State. The teachers' knowledge of dyslexia symptoms showed a 52.2 % average in the study area with no significant difference between the influence of educational qualifications and years of teaching experience on awareness of symptoms of dyslexia. The study concluded that the teachers' knowledge and awareness relating to dyslexia symptoms in lower primary school pupils were average in Osun State. The study therefore recommends a compulsory and comprehensive training program for all teachers especially at the entry level basically on special needs children. This would enable teachers to be in a better composition to identify, relate and manage well special needs children in school.