PRIMARY SCHOOL TEACHERS' PERCEPTION OF THE ROLE OF CURRICULUM ADJUSTMENT IN ENHANCING LEARNING AMONG PUPILS WITH DYSLEXIA IN PLATEAU STATE, NIGERIA

Abstract

This paper examined primary school teachers' perception of the role of curriculum adjustment in enhancing learning among pupils with dyslexia in Plateau State. The study employed a cross-sectional survey research design. The researchers developed A closed-ended structured questionnaire to collect data for the study. The instrument was subjected to expert judgment from Test and Measurement experts and had a split-half reliability coefficient of 0.78 to measure internal consistency, which was considered valid and reliable for the study. The population consisted of 15,790 primary school teachers from the 17 local government areas in Plateau State, from which a sample size of 293 respondents was selected using the multi-stage cluster sampling technique. Four research questions and two hypotheses guided the study. Data obtained from the study were analysed using the mean score method to answer the research questions and chi-square and t-test for independent samples to test the hypotheses. The major findings revealed a significant role of curriculum adjustment in enhancing learning among pupils with dyslexia as perceived by primary school teachers in Plateau State. Also, there is no provision of curriculum adjustment for people with dyslexia in primary schools in Plateau State, and teachers are using the UBE Core Curriculum. Based on the findings, the following recommendations were made: the Plateau State Disability Rights Commission should, in addition to its stated goals, focus on people with dyslexia and create awareness instruction on reading performance of pupils with dyslexia in primary schools; the Plateau State Universal Basic Education Board (SUBEB), the Local Education Authority (LEA), and the State and Federal Ministries of Education should develop a standard curriculum adjustment document for people with dyslexia in primary schools, employ and train specialists in the area of dyslexia, and deploy them to primary schools.