Interventionist classroom management and learning of children with disabilities in primary schools
Abstract
The study aimed at examining the relationship between interventionist classroom
management and learning of pupils with disabilities in primary schools. The objectives of the
study were; (i) to examine the relationship between teacher proximity and learning of pupils
with disabilities in primary schools, (ii) to analyze the relationship between relationship
building and learning of pupils with disabilities in primary schools, and (iii) to examine the
relationship between sitting arrangement and learning of pupils with disabilities in primary
schools. A cross sectional survey research design was used to obtain information from 135
respondents. A questionnaire, interview guide and focus group discussion template were used
as tools to collect data for the study. Quantitative and qualitative data collected was analyzed
using the Statistical Package for Social Sciences (SPSS) and thematic content analysis
respectively. Pearson product moment correlation coefficient results showed that a positive
statistically significant relationship existed between teacher proximity and learning of pupils
with disabilities (r = .69, n = 135, p < .01), a positive statistically significant relationship with
relationship building (r = .52, n = 135, p < .01) and sitting arrangement (r = .38, n = 135, p
< .01). It was concluded that teacher proximity has the highest statistically significant effect
with learning of pupils with disabilities. Relationship building has a moderate statistically
significant effect on the learning of pupils with disabilities. Sitting arrangement has the least
statistically significant effect with learning of pupils with disabilities. It is recommended that
teacher proximity, relationship building and sitting arrange should be considered when using
interventionist classroom management for better learning of the disabled pupils.
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