The effects of social interaction on intellectually disabled pupils and their non-disabled peers in some mainstream schools in Lusaka-Zambia
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The purpose of this study was to establish the effects of social interaction on the pupils with intellectual disabilities and their non-disabled peers. The objectives of the study were to: establish the effects of interaction of children with disabilities and their peers in the mainstream; identify the challenges faced by the intellectually disabled pupils when interacting with non-disabled peers in the mainstream and to identify benefits of social interaction between intellectually disabled pupils and their non-disabled counter parts. Respondents were purposively sampled from units which were in the mainstream schools and from mainstream peers. Questionnaires were used to obtain information from special teachers and focus group discussions to obtain data from the intellectually disabled and their mainstream peers. The study used qualitative method of data collection and analysis. The content analysis was used to analyse qualitative data and there after the codes were made. The study revealed that although the intellectually disabled pupils interacted with their non-disabled peers in mainstream, they faced a lot of challenges which included non-acceptance by their non-disabled peers, name calling, teasing, bullying and belittling. The study also showed that, the intellectually disabled pupils had mood swings, speech, mobility and personal hygiene problems. Therefore, this study concluded that the interaction of intellectually disabled pupils and non-disabled pupils in the mainstream schools in Zambia is still in its infant stage and there is much more to be done. Arising from the findings of the study, the following recommendations were made; 1) The Ministry of General Education should collaborate with other Ministries such as the Ministry of Health in order for professionals like speech therapists and physiotherapists to be available in schools to help children with speech problems and mobility issues which made to be rejected by their peer from mainstream. 2) Schools should develop more extra-curricular activities (games) which would make intellectually disabled pupils have more interaction with non-disabled peers at school.
The University of Zambia
SubjectResponse to intervention (Learning disabled children)--Zambia
Interaction analysis in education.