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Aggressive behaviour among adolescents with mild intellectual Disability : do parental conflicts, peer influence, and socio- environmental deprivation play a role?

  • Authors: Jacob, Udeme Samuel , Pillay, Jace , Oyewumi, Ifedolapo
  • Date: 2021
  • Subjects: Aggressive behaviour , Adolescents with mild intellectual disability , Parental conflicts
  • Language: English
  • Type: Article
  • Identifier: http://hdl.handle.net/10210/481186 , uj:43591 , Citation: Jacob, U.S., Pillay, J. and Oyewumi, I. 2021. Aggressive behaviour among adolescents with mild intellectual Disability : do parental conflicts, peer influence, and socio- environmental deprivation play a role?.
  • Description: Abstract: Aggressive behaviour is a major characteristics among adolescents with mild intellectual disability due to their inability to effectively use verbal communication to express their needs. This study, therefore, investigated the role of parental conflicts, peer influence, and socio-environmental deprivation in predicting aggressive behaviour among the study participants. The theory of planned behaviour, which states that individual behaviour is determined by corresponding expectations, was the theoretical framework used in this study. A descriptive correlational research design was adopted. The sample consisted of 50 participants (43% males, 57% females) aged between 13 and 18 (median of 15.5; the standard deviation of 1.20). The participants were adolescents with mild intellectual disability who lived in the Ibadan Metropolis, Nigeria and were conveniently selected for the study. The Children’s Perception of Inter-parental Conflict Scale, Resistance to Peer Influence Questionnaire, socioenvironment deprivation scale and Aggressive Behaviour Scale were used for data collection. Analysis of variance was used for data analysis. The results revealed that there was no significant relationship between the independent variables (parental conflicts, peer influence and socio-environmental deprivation) and aggressive behaviour among adolescents with mild intellectual disability. The joint contribution of parental conflict, peer influence and environmental deprivation to the aggressive behaviour was 5.5%. This was not significant. The study has shown that parental conflicts, peer influence and socio-environmental deprivation do not play a role in increasing aggressive behaviour among adolescents with mild intellectual disability.
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Attention span of children with mild intellectual disability : does music therapy and pictorial illustration play any significant role?

Bullying prevalence and numeracy performance among primary school children in Johannesburg : implications for school-based interventions

  • Authors: Pillay, Jace
  • Date: 2021
  • Subjects: Bio-ecological systems , Bullying , Numeracy achievement
  • Language: English
  • Type: Journal article
  • Identifier: http://hdl.handle.net/10210/494307 , uj:44805 , Citation: Pillay, J., 2021, ‘Bullying prevalence and numeracy performance among primary school children in Johannesburg: Implications for school-based interventions’, South African Journal of Childhood Education 11(1), a956. https://doi.org/10.4102/ sajce.v11i1.956
  • Description: Abstract: Background: Research has provided evidence about the negative impact of school bullying on the academic performance of primary school children, but studies on the prevalence of school bullying and numeracy performance of children are very scant. Aim: This study aimed to investigate the prevalence of school bullying and numeracy performance among primary school children, and its implications for school-based interventions. Setting: The sample comprised 435 children (56.3% females and 43.7% males; Grades 1–7; median age = 11 years) attending six primary schools in three different education districts in Johannesburg, South Africa. Method: The children self-reported their experience of bullying by peers through a questionnaire. In addition, they completed numeracy tests. For children aged 6 to 9 years, the questionnaire was completed with the assistance of trained field workers. Results: The results following a linear regression with multiple predictors indicated that numeracy was significantly associated with contextual variables such as grade and home language. Bullying was strongly associated with socio-economic indicators such as school quintile and regional situation. These variables are important in early school support interventions directed at improving learner numeracy performance in the primary school. Conclusion: The results show a relatively high percentage of bullying in primary schools in the Johannesburg region. The performance in numeracy was significantly associated with the grade and home language of the learner. Contextual variables related to socio-economic situation of learners such as school quintiles and regional situation had strong associations with bullying.
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Oral motor and articulation therapies on speech intelligibility among persons with down syndrome

  • Authors: Jacob, Udeme Samuel , Fagbemi, Abimbola-Muyiwa , Osisanya, Ayodele , Pillay, Jace
  • Date: 2021
  • Subjects: Down syndrome , Oral motor therapy , Articulation therapy
  • Language: English
  • Type: Article
  • Identifier: http://hdl.handle.net/10210/489331 , uj:44613 , Citation: Jacob, U.S., Fagbemi, A-M., Osisanya, A. & Pillay, J. 2021. Oral motor and articulation therapies on speech intelligibility among persons with down syndrome
  • Description: Abstract: This study investigated the effect of oral motor and articulation therapies on speech intelligibility of persons with Down syndrome in Ibadan, Oyo State, Nigeria. A pretest-posttest control group quasi-experimental research design with a factorial matrix of three (3) experimental groups was adopted for the study. Thirty (30) persons with Down syndrome were purposively selected from outpatients to the Audiology Clinic of the Department of Special Education, University of Ibadan, Nigeria. Participants were randomly assigned to the treatment groups (oral motor therapy and articulation therapy) and a control group. The treatment was administered for eight (8) weeks. The Arizona Articulation and Phonology Scale (Fourth Revision) was used to diagnose and evaluate speech intelligibility before and after exposure of the participants to the treatment. Therapeutic plans using oral motor therapy and articulation therapy were adopted to rehabilitate the speech intelligibility deficit exhibited by the participants. Data was analysed using the inferential statistics of Analysis of Covariance (ANCOVA) at 0.05 level of significance, while estimated marginal means was used to test the significant deference among the groups. There was a significant main effect of treatments using oral motor and articulation therapies on the speech intelligibility of persons with Down syndrome (F (2, 17) = 123.69, p <.05, η2=0.95). Oral motor therapy had the highest mean (70.77), followed by participants exposed to articulation therapy with a mean score of 65.04, while participants exposed to the control group had the lowest mean score of 40.12. Therefore, it is recommended that speech and language therapists and other relevant professionals in the field of rehabilitation should adopt oral motor and articulation therapies for rehabilitation of speech intelligibility problems among persons with Down syndrome.
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Quality of life of mothers of children with intellectual disability : do social support, maternal stress and socio-economic status play a role?

Social skills of pupils with Mild Intellectual Disability : do peer tutoring, storytelling and gender play a role?

  • Authors: Udeme, Samuel Jacob , Pillay, Jace , Ayandokun, Olajumoke Christiana , Ayundovin, John Olusegun
  • Date: 2021
  • Subjects: Mild Intellectual Disability , Peer Tutoring , Social Development Theory
  • Language: English
  • Type: Journal article
  • Identifier: http://hdl.handle.net/10210/494539 , uj:44873 , Citation: Udeme, S.J., Pillay, J., Ayandokun, O.C. & Ayundovin, J.O. 2021. Social skills of pupils with Mild Intellectual Disability : do peer tutoring, storytelling and gender play a role?.
  • Description: Abstract: Background: This research examined the significant main effect of peer tutoring, storytelling, and gender, on the social skills of pupils with mild intellectual disability. Using the Social Development Theory of Lev Vygotsky as the rationale for this study, the acquisition of social skills is viewed as based on a social constructivist view of learning. Methodology: The study sample consisted of thirty-four pupils with intellectual disability, purposively selected from three schools in Ibadan Metropolis, and randomly assigned to one of the peer tutoring, storytelling, or control groups. Thirty sessions were held over ten weeks with the peer tutoring and storytelling experimental groups only. A social skills performance scale was administered before and after the intervention to collect data from these three groups. An analysis of covariance was used to examine the data collected. Results: Findings based on the analysed data revealed that there was a significant statistical difference between pre-test and post-test results of the three groups. The effect of gender on social skills of participants was significant, as was the interaction effect of treatment and gender. Conclusion: Recommendations based on the finding of this study are that peer tutoring and storytelling be adopted for teaching social skills to pupils with mild intellectual disability, and that pictorial illustration be used to enhance their reading skills.
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Types of aggressive behavior among learners with moderate intellectual disability in Nigeria as perceived by teachers

Effectiveness of music therapy on reading skills in pupils with intellectual disability

  • Authors: Jacob, Udeme Samuel , Pillay, Jace
  • Date: 2020
  • Subjects: Music therapy , Parents’ socio-economic status , Pupils with intellectual disability
  • Language: English
  • Type: Article
  • Identifier: http://hdl.handle.net/10210/473561 , uj:42656 , Citation: Jacob, U. S. & Pillay, J. 2020. Effectiveness of music therapy on reading skills in pupils with intellectual disability.
  • Description: Abstract: Objective: Reading is an indispensable skill. The study investigated the effects of music therapy on the reading skills of pupils with intellectual disability. Methods: An experimental research design was used. The sample was purposively selected from two special schools for pupils with intellectual disability in Ibadan, Nigeria. Seventeen pupils were randomly assigned to two groups (music therapy and control groups). Eighteen sessions of music therapy were conducted with the experimental group only. The Reading Skills Test was used before and after the intervention to collect data. Analysis of Covariance (ANCOVA) was used for data analysis. Results: The data indicated that there was a significant statistical difference between pre-test and post-test results. The interaction effect of treatment and parents’ socio-economic status was not significant for the participants’ reading. Conclusion: Music therapy enhanced the reading skills of pupils with intellectual disability and should be adopted in teaching pupils with intellectual disability.
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Impact of virtual learning space in teaching learners with Moderate Intellectual Disability

An evidence-based nutrition education programme for orphans and vulnerable children: protocol on the development of nutrition education intervention for orphans in Soweto, South Africa using mixed methods research

Anxiety in orphaned adolescent learners in a South African secondary school: psychoeducational and social factors

  • Authors: Babedi, Mmamore Rebecca , Pillay, Jace
  • Date: 2019
  • Subjects: Adolescent , Anxiety , Educational factors
  • Language: English
  • Type: Article
  • Identifier: http://hdl.handle.net/10210/407464 , uj:34299 , Citation: Babedi, M.R., Pillay, J. 2019: Anxiety in orphaned adolescent learners in a South African secondary school: psychoeducational and social factors.
  • Description: Abstract: This qualitative research study explored the psycho-educational and social factors that contribute to anxiety in orphaned adolescents in a secondary school in Welkom, Free State, South Africa. A multiple case-study design was used to collect data from eight adolescents (4 males and 4 females) aged between 11 and 14 years. The participants were purposefully selected from a mainstream secondary school in a sub-urban area in Welkom. Data was collected through individual and semi-structured interviews and supplemented with collages and a focus group discussion with the participants. The psychological findings indicated that the orphaned adolescents experienced anxiety concerning their own death as well as that of their significant others. From an educational perspective their anxiety was due to the negative attitude of their teachers. Furthermore, the social factors that contributed to their anxiety included economic survival, grieving according to cultural beliefs, and the isolation they experienced. Adopting a social ontogenesis theoretical perspective the authors provide guidelines for educational psychologists on what psychoeducational and social support interventions could be provided for orphaned adolescents.
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Pupils from informal settlements in Indian secondary schools : guidelines for the educational psychologist

  • Authors: Pillay, Jace
  • Date: 2014-11-20
  • Subjects: East Indians - Education - South Africa , Squatters - School education - South Africa , Squatter settlements - Pretoria-Witwatersrand-Vaal Triangle Area , School integration - South Africa , Squatters - Education - South Africa - Psychological aspects
  • Type: Thesis
  • Identifier: uj:13083 , http://hdl.handle.net/10210/12961
  • Description: D.Ed. (Educational Psychology) , Since 1989 most of the schools in Lenasia which were under the auspices of the now dissolved House of Delegates, began to 'admit black children. Most of these children live at the informal settlements in Lenasia. Soon after the admission of these children many Indian teachers expressed their difficulties with them, especially with regard to language, teaching and learning. Teachers also complained that children from the informal settlement lacked discipline, they often came to school late and they had difficulty in completing their homework. As a result of the several complaints from teachers the researcher decided to conduct a study on the experiences of children from the informal settlements at predominantly Indian schools in Lenasia. A pilot study revealed that the experiences of the children at the informal settlements also needed to be taken into consideration. Standard six children from the informal settlements, parents from the settlements and members of the camp education committee were identified as the target populations in the study. A qualitative research design that is explorative, descriptive and contextual, specifically to the experiences of standard six children from the informal settlements was used for the study. The study was conducted in two distinct phases. Phase one of the study involved the collection of data on the experiences of standard six children from the informal settlements both at their schools as well as their place of residence. Data was collected through the use of phenomenological interviews, focus group discussions, life studies and a projective test. Phase one of the study also focused on the analysis of the data that were obtained. The analysis of the data showed that children from the informal settlements had several negative experiences both at their schools as well as at the informal settlements which caused them to feel disempowered...
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Ethical considerations in educational research involving children : implications for educational researchers in South Africa

  • Authors: Pillay, Jace
  • Date: 2014
  • Subjects: Social justice , Children's rights , Education - Research , United Nations Convention on the Rights of the Child
  • Type: Article
  • Identifier: uj:5495 , ISSN 2223-7674 , http://hdl.handle.net/10210/13617
  • Description: Adopting a social justice theoretical framework, the author proposes that the involvement of children in educational research is paramount. However, such involvement often exposes children to exploitation and a violation of their rights. As such, it is essential that all research involving children should be ethically sound. Hence, the purpose of this study was to explore ethical considerations in educational research involving children, especially in South Africa, which was historically known for the marginalization of and discrimination against children. This generic qualitative study included a sample of eight experts with extensive knowledge of the ethical concerns surrounding children’s participation in research activities. Data was collected through individual interviews, a questionnaire, and the analysis of documents and instruments pertaining to the ethical-legal protection of children’s involvement in research activities in South Africa. The findings identify several ethical principles that should be considered within a South African perspective and which have specific implications for educational researchers.
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Keystone Life Orientation (LO) teachers : implications for educational, social, and cultural contexts.

  • Authors: Pillay, Jace
  • Date: 2012
  • Subjects: Life orientation teachers
  • Type: Article
  • Identifier: http://ujcontent.uj.ac.za8080/10210/366305 , uj:5756 , ISSN 2076-3433 , http://hdl.handle.net/10210/7762
  • Description: The aim of this study was to identify and describe skills, characteristics and support networks needed by keystone Life Orientation (LO) teachers in six Gauteng schools. In this study “keystone” refers to LO teachers who make a positive impact in their schools. A qualitative research design was used to collect data through interviews, class observations, and questionnaires. Data were analysed through content analysis. The results indicate that keystone LO teachers must be skilled counselors, career guides and diverse role players. They should also be open, approachable, have integrity, be trustworthy, resolve conflict and make good use of internal and external support within the context of schools. More importantly, it was found that keystone LO teachers are determined by their ability to deal with challenges, such as child abuse, substance abuse, poverty, and HIV/AIDS within their school communities. Based on the findings, the implications for keystone LO teachers in the educational, social and cultural contexts are discussed.
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A case study of a learner’s transition from mainstream schooling to a school for learners with special educational needs (LSEN): lessons for mainstream education.

  • Authors: Pillay, Jace , Di Terlizzi, Marisa
  • Date: 2009
  • Subjects: Inclusive education , Education transformation , Learners with special education needs (LSEN)
  • Type: Article
  • Identifier: uj:5758 , ISSN 2076-3433 , http://hdl.handle.net/10210/7764
  • Description: Currently there is an international shift towards inclusive education, a means of education according to which the learner is schooled in the least restrictive environment possible, to overcome his or her challenges to learning and development. Bearing this in mind we considered the experiences of a learner with learning difficulties who transited from a mainstream school environment to a school for learners with special education needs (LSEN).1 Inclusive education and ecological systems were the theoretical underpinnings of this study. The findings revealed that the learner benefited from placement within the LSEN environment on psychological, social, and academic levels. It appears that these changes occurred as a result of being placed in an environment that provided valuable and necessary resources to meet his learning needs, which were lacking in the mainstream school environment. Therefore, it seems that while inclusive education may be a way forward to access quality education for all, it can be argued that the current South African socio-economic environment does not necessarily allow for its successful implementation, as further access to resources and facilities need to be made available. These findings provide useful lessons at regulatory, infrastructural, and instructional functional levels for what is needed for learners with special education needs to succeed in mainstream school environments.
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Constructing community educational psychology in South African higher education institutions

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