Educational Psychology, Sociology and Special Education

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    Perceived factors affecting the management of epileptic attacks among learners in a selected school in Livingstone, Zambia.
    (Isagoge, 2021-05) Delphine Mweemba, Joseph Mandyata & Kenneth Kapalu Muzata
    This was a qualitative study of learners with epilepsy. This study investigated the management practices involving learners with epilepsy in one selected school. The objectives of the study were to examine the existing practices in the management of epilepsy among learners in one selected regular school and to establish the challenges teachers face in the management of epilepsy in school. A qualitative case study design was used. The sample comprised 32 participants; 7 teachers, 5 parents, 5 learners with epilepsy and 15 learners without epilepsy. Data were collected through interviews and focus group discussions. Participants were selected through use of purposive sampling technique. Analysis of data was done thematically. The study revealed that the most common management practice used by most participants was making sure that learners with epilepsy adhered to medication prescribed by doctors; and making sure that learners with epilepsy are placed in a safe positions during seizure attacks. Among other findings, parents felt they were not fully educated on how to manage the children when under attack. Further, beliefs and myths about epilepsy still had a toll on the provision of services to learners with epilepsy. The study recommends that there should be a deliberate policy to orient and train stakeholders on the management of learners with epilepsy in schools and local communities. Efforts should be made to provide basic materials and equipment to use in the management of epileptic conditions in study schools. Schools, nearby clinics and hospitals build collaboration on the management of learners with epilepsy in institutions of learning.
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    Barriers and facilitators to academic performance of learners with hearing impairments in Zambia: a review of literature.
    (Journal of Educational Research on Children, Parents & teachers, 2021-04) Brighton Kumatongo and Kenneth Kapalu Muzata
    This paper is a literature review and discussion of the barriers and facilitators of academic performance for learners with hearing impairments in Zambia. This review is necessary to put into perspective factors that may affect the attainment of sustainable development goals particularly goal number 4 on inclusiveness, equity, and lifelong learning. Learners with hearing impairments experience various learning barriers in Zambian schools. Education for learners with hearing impairments in mainstream institutions requires educators to put in place measures that can facilitate learning and academic performance. Adaptation of curriculum, effective use of assistive technology, and use of appropriate modes of communication are some of the prerequisites to the good academic performance of deaf students. In this article, we shall focus on some of the facilitators to the academic performance of learners with hearing impairments.
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    Status of Zambia’s inclusive Education through the lenses of teachers.
    (AJOTE, 2021) Kenneth Kapalu Muzata, Francis Simui, Dikeledi Mahlo & Phydes Ng’uni
    This study was conducted to examine the status of inclusive education in Zambia, learning from teachers’ perspectives about how inclusive education is being implemented and the whether teachers receive adequate support to implement inclusive education to learners with disabilities. The study employed a concurrent mixed design approach in which both quantitative and qualitative data were generated and applied. Open and closed ended questionnaires were used to collect data from teachers that were upgrading their qualifications via distance education at Kwame Nkrumah University, University of Zambia and Chalimbana University. Findings indicated that Zambia practices partial inclusion in which only the mild and moderate learners with disabilities are included in classrooms. Inclusive education is understood by teachers in the context of disability and teachers reported that they did not receive adequate support to implement inclusive education effectively. It is recommended that the Government of the Republic of Zambia through the Ministry of General Education should focus on training teachers in inclusive education and its methodologies to meet the learning needs of learners from different circumstances.
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    Status of Zambia’s inclusive education through the lenses of teachers.
    (AJOTE, 2021) Kenneth Kapalu Muzata, Francis Simui, Dikeledi Mahlo & Phydes Ng’uni
    This study was conducted to examine the status of inclusive education in Zambia, learning from teachers’ perspectives about how inclusive education is being implemented and the whether teachers receive adequate support to implement inclusive education to learners with disabilities. The study employed a concurrent mixed design approach in which both quantitative and qualitative data were generated and applied. Open and closed ended questionnaires were used to collect data from teachers that were upgrading their qualifications via distance education at Kwame Nkrumah University, University of Zambia and Chalimbana University. Findings indicated that Zambia practices partial inclusion in which only the mild and moderate learners with disabilities are included in classrooms. Inclusive education is understood by teachers in the context of disability and teachers reported that they did not receive adequate support to implement inclusive education effectively. It is recommended that the Government of the Republic of Zambia through the Ministry of General Education should focus on training teachers in inclusive education and its methodologies to meet the learning needs of learners from different circumstances.
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    Lived experiences of road traffic accident victims on rehabilitation counselling at a selected orthopedic hospital in Lusaka district, Zambia.
    (https://www.globalscientificjournal.com/journal_volume9_issue10_October_2021_edition.html, 2021-10) Ndhlovu, Daniel; Ndhlovu, Mutinta; Mandyata, Joseph; Chikopela, Rose
    The paper presents experiences of road accidents victims in terms of the rehabilitation counselling they received. An interpretative phenomenological design was used. To this effect, twenty participants were interviewed. The results indicated that rehabilitation counselling was viewed to be very important in helping the victims of road traffic accidents to live and cope with life after an accident. Although the victims acknowledged the importance of rehabilitation counselling they received, most of them experienced the need for qualified rehabilitation counsellors. In addition, victims needed counsellors to talk to them when they were in hospital ward or during hospital reviews. Participants added that they experienced inadequate supportive aids. Based on the findings, there was need that the Ministry of Health formulates a policy for every hospital to have trained rehabilitation counsellors. Additionally, the hospital should ensure that victims of road traffic accident have access to walking aids such as wheel chairs, artificial limbs, orthoses, and crutches to ensure that they are accorded an opportunity to live a meaningful life.