ASSESSMENT OF TEACHERS’ KNOWLEDGE ON INSTRUCTIONAL ACCOMMODATIONS FOR TEACHING CHILDREN WITH DYSGRAPHIA IN CALABAR METROPOLIS

Abstract

This study assessed teachers’ knowledge on instructional accommodations for students with dysgraphia. The study adopted quantitative research approach with survey as design. The study was guided by two research questions, and 50 teachers purposively sampled from the population of 100 teachers who attended teachers’ retraining workshop organized by Cross River State Universal Basic Education Board. There was gender balance in the sample as they were 25 male and 25 female. A 20-item structured questionnaire tagged “Questionnaire on teachers’ knowledge on the use of instructional accommodations” (QTKUIA) was used as an instrument for data collection. Descriptive statistics (simple percentage, and, bar chart) were used to analyze the result. The findings indicate that most teachers lack competency and knowledge to use accommodations for children with dysgraphia during instruction, examinations, tests and other assessment activities. This consequently limits the ability of the children to be active participants in instruction and related activities. It was recommended among others that training programmes on instructional accommodations be designed for teachers to improve their teaching competencies and management of dysgraphia. Stakeholders should formulate policies and enact legislation that will re-introduce handwriting into school beginning with handwriting readiness skill at early childhood education and back up instructional accommodations to provide participatory classroom environment for all learners in the Nigerian school system.