Interventionist classroom management and learning of children with disabilities in primary schools: An inclusive and reframing approach

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dc.contributor.authorMatovu, Musa
dc.contributor.authorNakayiza, Aidah
dc.date.accessioned2023-04-29T16:40:26Z
dc.date.available2023-04-29T16:40:26Z
dc.date.issued2019
dc.description.abstractThe study aimed at examining the relationship between interventionist classroom management and learning of pupils with disabilities in primary schools. The objectives of the study were; (i) to examine the relationship between teacher proximity and learning of pupils with disabilities in primary schools, (ii) to analyze the relationship between relationship building and learning of pupils with disabilities in primary schools, and (iii) to examine the relationship between sitting arrangement and learning of pupils with disabilities in primary schools. A cross sectional survey research design was used to obtain information from 135 respondents. A questionnaire, interview guide and focus group discussion template were used as tools to collect data for the study. Quantitative and qualitative data collected was analyzed using the Statistical Package for Social Sciences (SPSS) and thematic content analysis respectively. Pearson product moment correlation coefficient results showed that a positive statistically significant relationship existed between teacher proximity and learning of pupils with disabilities (r = .69, n = 135, p < .01), a positive statistically significant relationship with relationship building (r = .52, n = 135, p < .01) and sitting arrangement (r = .38, n = 135, p < .01). It was concluded that teacher proximity has the highest statistically significant effect with learning of pupils with disabilities. Relationship building has a moderate statistically significant effect on the learning of pupils with disabilities. Sitting arrangement has the least statistically significant effect with learning of pupils with disabilities. It is recommended that teacher proximity, relationship building and sitting arrange should be considered when using interventionist classroom management for better learning of the disabled pupils.en_US
dc.identifier.citationMatovu, M. (2019). Interventionist classroom management and learning of children with disabilities in primary schools. DOI: 10.5861/ijrse.2018.3018en_US
dc.identifier.other10.5861/ijrse.2018.3018
dc.identifier.urihttps://nru.uncst.go.ug/handle/123456789/8583
dc.language.isoenen_US
dc.subjectInterventionist classroom managementen_US
dc.subjectDisabled childrenen_US
dc.subjectInclusionen_US
dc.subjectReframingen_US
dc.titleInterventionist classroom management and learning of children with disabilities in primary schools: An inclusive and reframing approachen_US
dc.typeArticleen_US
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