ABSTRACT
The purpose of this study was to examine the influence of emotional and behaviour disorders on academic achievements of learners in selected international secondary schools in Nairobi County, Kenya. The following objectives guided the study; to find out academic achievement levels of learners with EBD in selected International Secondary schools, to find out triggers of EBD within the school environment among learners in selected International Secondary schools in Nairobi County, to find out common EBD types among learners in selected International Secondary schools in Nairobi County, to find out current instruction strategies provided to learners with EBD in selected International Secondary Schools in Nairobi County. Qualitative and quantitative research design was used. The target population was eight international secondary schools in Nairobi County with programmes for learners with EBD which was randomly selected. The study target population was comprised of forty students with emotional and behavioural disorder, eight guidance and counselling teachers or school counsellors, eight special needs education teachers, eight school head teachers/key stage coordinators from the selected schools. The sample size for the study was comprised of five school head teachers/Key stage coordinators, five school guidance and counselling teachers/ school counsellors, five special needs education teachers and twenty students with EBD. School head teachers/ key stage coordinators, school guidance and counselling teachers were selected through Purposive sampling. Questionnaires and interview guides were used to gather data. Pilot study was carried out at St. Austin‟s Academy a selected international school within Nairobi County. The research instruments were tested for their validity and reliability the pilot study built up on the same. Data collected was categorized, coded and data analysis done using both qualitative and quantitative techniques. Quantitative data was analyzed using descriptive statistics including frequencies and percentages, and then presented using pie charts, bar graphs and tables after the analysis. Qualitative data was analyzed after thematically arranging responses according to the research questions and objectives. The researcher found that academic achievement of learners with EBD ranges from average to poor despite well-established instruction strategies and relevant programmes for them. The study also found out that externalizing EBD types such were more common as compared to internalizing EBD types. ADHD was more common followed by anxiety depression disorders, conduct disorder and oppositional defiant disorders respectively among the learners with EBD within the schools under study. The latter were more common in male learners as compared to female learners. The study recommends a study that examines inclusive versus exclusive setting and its effect on academic achievements of learners with EBD as well examining influence of parental and home involvement on learning of learners with EBD.
CHAPTER ONE
INTRODUCTION AND BACKGROUND TO THE STUDY
Introduction
This chapter covers the preliminaries and introduction into the research that examined the influence of emotional and behaviour disorders on academic achievements of learners. This chapter consists of; background study, statement of the problem, purpose of the study, objectives of the study, research questions, significance of the study, limitations and scope of the study, assumptions, theoretical and conceptual framework and definitions of operational terms.
Background of the Study
In America, according to the National Association of School Psychologists, (NASP), (2005), students with emotional and behavioural disorders display behavioural or emotional responses that are significantly different from generally accepted, age appropriate, ethnic or cultural norms. NASP continues to state that there is a substantial body of research to show that their behaviour adversely affects performance in such areas as: academic progress, classroom conduct, social/interpersonal relationships, and post- secondary adjustment. These challenging behaviours are more than a transient response to stressors in the person„s environment. Moreover, these problems must be displayed in more than one setting, one of which must be the school setting.
The Individuals with Disabilities Education Act (2004) IDEA, defines EBD as a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child‟s educational performance. It
suggests the following; an inability to learn that cannot be explained by intellectual, sensory or health factors.
An inability to build, or maintain satisfactory interpersonal relationships with peers and teachers. It also defines EBD as inappropriate types of behaviour or feelings under normal circumstances or, a general pervasive mood of unhappiness or depression. IDEA also views EBD as a tendency to develop physical symptoms or fears associated with personal or school problems. Education reports in Canada, (Dworet and Rathgeber, 1998). EBD is frequently of comorbid nature of the behavioural disorders and therefore this term is frequently used to describe students with a range of problems that adversely affect their interaction with peers and teachers. Students with EBD are often excluded from regular education environments because of behaviours such as non-compliance, aggression, disruption, self-injury, property damage, ADHD, anxiety disorders, mood disorders, social maladjustment, and substance abuse (Rock, Fessler, & Church, 1997) and antisocial responses (Scott & Shearer-Lingo,2002). In addition, children with EBD are often characterized by poor academic performance (Reid, Gonzalez, Nordness, Trout, & Epstein, 2004). In the classroom setting, EBD generally interfere with the learning of an individual and the academic achievement as a whole (Hutchinson, 2007).
According to Lewis & Sugai, (1999) problem behaviour is the single most common reason why individuals with disabilities are removed from regular schools, work, and home settings. Compared to other disability groups, children and adolescents with EBD have lower graduation rates and are less likely to attend postsecondary school (Bullis & Cheney, 1999; Kauffman, 2001). As a result, such children and adolescents often
experience a variety of problems related to education (Department of Health and Human Services, 1999). In this context, it is of interest to investigate the effect of EBD on the academic achievement level of such learners.
Payne, Marks & Bogan (2007) report on the limited research for effectively providing academic instruction for students with emotional behavioural disorders (EBD). Research conducted by Payne et al. (2007) identifies two specific levels of students with EBD experience.
