Reread Strategy for the inclusion of children with mild intellectual disorder in qualitative education in Nigeria

Authors

Monisola Adebanke OSOBA, Tai Solarin University of Education, Ogun State, NigeriaFollow
Kolawole Akinjide ARAMIDE PhD, University of Ibadan, Ibadan NigeriaFollow
Adeola Esther OLUTOKI, Tai Solarin University of Education, Ijagun, Ogun StateFollow

Date of this Version

2023

Document Type

Article

Abstract

Developmental goals aiming at inclusive education for all category of children irrespective of their disability is still at variance with the present situation of children with intellectual disorder who presents a deficit in intellectual functioning and adaptive behaviour. This is due to low intelligence quotient score, therefore, ensuring qualitative education for this category of children is still a herculean task in Nigeria. Such children do not grasp at the same pace as the regular children, because they have difficulty in abstract thinking and problem solving.

The conventional educational system is built on skills such as comprehension, memory, abstract thinking and problem solving. Therefore, children with intellectual disorder are at a disadvantage of being excluded in an inclusive education system. In special education, teaching children with intellectual disorder have over time evolved towards the adoption of methods such as the use of teaching and learning strategies which the school libraries have strived to provide. This paper focuses on the effects of reread strategy on the IQ of children with mild intellectual disorder.

The paper is based on empirical findings by a quasi-experimental approach using the reread strategy as the treatment strategy with the conventional mode of teaching for the control group and review of literature sources like journal articles, books and other information materials were used to support the empirical findings.