Trauma-Informed Teaching as Correlates of Academic Performance Among Students with Special Education Needs in Ibadan, Oyo State Nigeria

International Journal of Research and Innovation in Social Science (IJRISS) | Volume VI, Issue IV, April 2022 | ISSN 2454–6186

Trauma-Informed Teaching as Correlates of Academic Performance Among Students with Special Education Needs in Ibadan, Oyo State Nigeria

OLADIMEJI Oyeyemi Omolayo & OLORODE Gbolaro Babatunde
Federal College Of Education (Special) Oyo
Dept. Of Education For Learners With Intellectual Disability

Abstract: Academic Performance of student with Special Education Needs (SENs) had been widely researched, but few researches have considered it based on trauma-informed teaching. To fully implement the relationship between the two, this study investigated trauma-informed teaching as correlates of academic performance of students with special needs in Ibadan. The study employed correlational design. One hundred and fifty (150) Junior Secondary Class (JSS1-3) students from five public secondary schools in Ibadan that answered the questions on the different areas of special needs and indicated how it led to their past experiences of trauma and also adverse childhood experience of trauma participated in the study. Two instruments: namely Academic Performance Rating Scale (APRS) Revised and a well structured questionnaire were administered to elicit responses from the participants. The data realized were subjected to Pearson Product Moment Correlation PPMC and Multiple Regression. There was a positive significant relationship between trauma-informed teaching and academic performance (r = .669**, N= 150, p<.05).There is also a joint contribution of trauma-informed teaching on academic performance of students with special needs. Also, there is a significant relative contribution of trauma-informed teaching (β =0.669, t= 10.965, p < 0.05) on academic performance of students with Special needs. Trauma-informed teaching fostered the academic performance of students with special needs. Conclusion and recommendations were made accordingly.

I.INTRODUCTION

Students’ psychology and wellbeing are often adversely affected by trauma. Traumatized students in most cases often have the likelihood of negative outcomes such as mental health challenges, lower cognitive abilities which negatively impact their emotional, social and overall achievements especially in school Chafouleas, Koriakin, Roundfield & Overstreet (2019). This also has negative effects on their behaviour and academic performance, especially on students with special needs. Students that are traumatized often behave in an unexpected way in such that it negatively impacts their learning in classroom setting. The temerity with which they handle the most important aspects of their lives, especially their academics and various skills acquisition is calling for immediate and appropriate attention. They often display aggressive behavior as it becomes difficult for them to handle their emotions and distress experiences without being rude and disproportionately deviant from rules and regulations guiding their immediate environment or groups in which they

Read More