EFFECT OF A TRAINING IN DEVELOPMENTAL DISORDERS ON SPECIAL NEEDS EDUCATION TEACHERS` KNOWLEDGE AND PERCEPTION OF CHILDREN WITH INTELLECTUAL DISABILITY IN MARONDERA DISTRICT, ZIMBABWE

Abstract

The American Association on Intellectual and Developmental Disability (2013) defined Intellectual Disability as a developmental disorder characterised by limitations in intellectual functioning and adaptive behavior. While the disorder is common in low and medium-income countries, most of the data on the burden of intellectual disability is based on studies conducted in developed countries. In Zimbabwe, it is estimated that 70% of children with intellectual disabilities are disadvantaged in terms of education,(Chakanyuka, 2009). Although the Ministry of Primary and Secondary Education put in place an environment that would cater for children with disabilities including those with intellectual disabilities, many factors affect the children`s chances of accessing education, some of which are lack of skilled personnel and material resources to cater for a variety of significant learning needs, (Mkandhla and Mataruse, 2002.) Because of lack of skilled personnel, some of the special needs education classes in Zimbabwe are taught by non-specialist trained teachers. The objective of this study is to assess the effects of a one-day training in developmental disorders on the specialist teachers` knowledge and perception of children with intellectual disabilities. Methodology A Quasi-experimental (Pre-Post Intervention) design with no control group was used as the study focus was on a homogeneous group of special needs education teachers. Thirty (30) participants from 30 schools with special classes in the District participated in the study. The teachers were given 3 brief case studies of children with developmental disorders and questions that required them to identify the disorder, indicate how they could assist the child and how the teacher felt about the child`s problem. After completion of the case study activity, the teachers were asked to complete the Knowledge of Developmental Disorders and Attitudes towards Children with intellectual Disability questionnaire. The first subsection of the questionnaire gathered information on sociodemographic data. The information obtained includes age, sex, educational qualifications, religion, marital status, and location. The second subsection of the questionnaire obtained information on the specialist teachers` knowledge and perception towards children with intellectual disabilities. The study was conducted in three stages, which are the baseline survey, the intervention stage and post-intervention survey. The teachers were asked to complete the questionnaire at baseline before the training intervention was done. After completion of the questionnaire, a 5-hour training in Developmental Disorders based on the mhGap manual was conducted. The training content included definition of intellectual disability, diagnosis, and intervention strategies. The post-test evaluation was conducted thirty minutes after the training and the teachers completed the same questionnaire they had completed at baseline. Data Analysis Descriptive statistics such as means, standard deviations and percentages were used to summarise the data. The Chi square was used to analyse the socio demographic items on attitude/social distance and knowledge of the respondents at pre and post-test level. The Paired t-test was used to make a comparative analysis of the mean scores before and after the training. Results The study results showed a positive change in the teacher knowledge and perception of children with intellectual disability. Overly, the respondents had some knowledge of developmental disorders. The study results showed that only 33% of the teachers had received information on mental health before. The majority (96.7%) however, had some knowledge about developmental disorders, its causes and symptoms. Most teachers (96.7%) also showed that they are comfortable with teaching children with developmental disordersThe pre-test survey results of the vignettes on developmental disorders revealed that the specialist teachers could informally assess a child with intellectual disability but contend that Educational Psychologist does the formal assessment of the disorder using psychological tests. Before the training, 86.7% of the respondents indicated that they could handle children with intellectual disability in their class compared to 96.3% in the post-test assessment. Teachers’ general attitude towards developmental disability showed some improvement after the training as evidenced by their responses to questions related to interaction with children with intellectual disability. On the baseline survey, 93.3 % of the respondents indicated that they are afraid to interact with someone whose child had developmental disorder. After the training 92.6% of the same respondents reported that they are not afraid to interact with someone whose child had developmental disorder. The Chi-square results showed no statistical significant difference on knowledge and perception of intellectual disability and socio-demographic characteristics such as age, teaching experience and qualifications. The results on knowledge of intellectual disability on the post intervention showed statistical significance (P = 0.02) on class size and identification of developmental disorders as a type of mental illness. The paired t-test results did not show statistical significance in the comparison of pre and post results on the knowledge and perception of the teachers towards children with intellectual disability. t = 0.65 was obtained on comparison of baseline and post-test knowledge of intellectual disability by the respondents. The p-value of 0.521 obtained show no statistical significant difference on knowledge of intellectual disability at baseline and post-testA positive change was observed in the teachers` knowledge and perception of intellectual disability following the training conducted. The change was however not statistically significant. Socio-demographic characteristics such as age, teaching experience and qualification have an influence on the attitude of the teachers towards children with intellectual disability. Many children with intellectual disabilities have been educationally disadvantaged due to limited research in the area. It is recommended that more research be conducted in order to have an in-depth understanding and literature for improved services for children with intellectual disability