Assessment of the Psycho-Social Challenges of Pupils with Physical Disabilities in Special Schools in Edo State, Southern Nigeria

Abstract

This study examines the psychosocial challenges of pupils with physical disabilities in special schools in Edo State, as reported by teachers. A cross-sectional research design was adopted, involving 97 teachers of pupils from three primary schools in Edo State. Census sampling technique and a researcher-developed questionnaire made up of 50 items were utilized in the study. The study formulated four research questions and tested two hypotheses, achieving a 95.1% response rate. Roy’s Adaptation theoretical model underpins the study. Descriptive statistics and Chi-square analysis were used for data analysis. The findings indicate that a significant proportion of respondents reported children with learning disorders (32), representing 20.9% of mobility challenges. Pupils with physical disabilities often encounter difficulties forming social connections, leading to feelings of loneliness and exclusion from peer activities, contributing to a sense of inadequacy. Additionally, promoting inclusive extracurricular activities was highlighted as crucial for enhancing psychosocial well-being and fostering inclusion. Gender was not found to significantly impact strategies for addressing psychosocial impacts, but a significant relationship between the psychological and social impacts of children with physical disabilities was identified. In conclusion, emphasis was placed on inclusive policies, psychosocial support services, extracurricular activities, and awareness.