Assessing soft skills among students with disabilities in teacher training institutions in Zambia.

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dc.contributor.authorMuzata, Kenneth Kapalu
dc.date.accessioned2020-09-24T14:26:01Z
dc.date.available2020-09-24T14:26:01Z
dc.date.issued2018-06-20
dc.description.abstractThis paper presents results of a study conducted to assess soft skills among students with disabilities in four (4) teacher training institutions in Zambia. The study, conducted in 2014 in two Zambian universities and two colleges of education randomly sampled thirty seven (37) students with disabilities. The study used a selected set of Dr Karen Wolffe’s (2011) ten (10) category transitional competencies. Using a quantitative approach, respondents were required to answer ‘Yes’ or ‘No’ to whether they were able to perform certain soft skills or not. Data was analyzed using SPSS. The study discovered that students with disabilities lacked compensatory related skills. They also lacked skills and opportunities for leisure. They however recorded having socialization skills, real life related skills, self-advocacy and problems solving skills. Among the many recommendations, institutions training teachers should design courses or integrate into existing courses the necessary soft skills.en
dc.identifier.citationMuzata, K.K. (2018). Assessing Soft Skills among Students with Disabilities in Teacher Training Institutions in Zambia. Zambia Journal of Education (ZAJE), Vol 5 (1), PP 1-10en
dc.identifier.issn2664 - 3170
dc.identifier.urihttp://dspace.unza.zm/handle/123456789/6437
dc.language.isoenen
dc.publisherZambia Journal of Educationen
dc.subjectSoft skill.en
dc.subjectStudents with disabilities.en
dc.subjectStudent teachers.en
dc.subjectCurriculum.en
dc.titleAssessing soft skills among students with disabilities in teacher training institutions in Zambia.en
dc.typeArticleen
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