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

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  • OLADIMEJI Oyeyemi Omolayo

    (Dept. Of Education For Learners With Intellectual Disability, Federal College of Education (Special) Oyo, Nigeria)

  • OLORODE Gbolaro Babatunde

    (Dept. Of Education For Learners With Intellectual Disability, Federal College of Education (Special) Oyo, Nigeria)

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

Suggested Citation

  • OLADIMEJI Oyeyemi Omolayo & OLORODE Gbolaro Babatunde, 2022. "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, International Journal of Research and Innovation in Social Science (IJRISS), vol. 6(4), pages 333-340, April.
    • Handle: RePEc:bcp:journl:v:6:y:2022:i:4:p:333-340
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