TEACHER PERCEPTIONS ON THE EFFECT OF SPEECH DISORDER ON EDUCATIONAL DEVELOPMENT OF SCHOOL-AGE STUDENTS IN GOVERNMENT COMPREHENSIVE SPECIAL SCHOOL, LAFIA, NASARAWA STATE

Abstract

This study investigates teacher perceptions on the effect of speech disorders on educational development of school-age children in Government Comprehensive Special School in Lafia, Nasarawa State, Nigeria. A quantitative cross-sectional survey design was employed to collect data from 40 teachers at the Government Comprehensive Special School in Lafia, using structured questionnaires. The results revealed that stuttering (35%) was the most common speech disorder, followed by voice problems (30%), language difficulties (20%), and articulation problems (15%). A significant proportion of the students demonstrated low or very low abilities in asking and answering questions, producing spoken words, and using words correctly, key indicators of impaired academic communication and educational development. These findings are consistent with the existing literature, which highlights the adverse effects of speech disorders on language proficiency and overall educational development. The study emphasizes the critical need for early identification and intervention, including speech therapy services and teacher training, to support affected students. By addressing these communication barriers, educational stakeholders can improve learning outcomes and promote inclusive education for children with speech challenges. This study contributes to the growing body of knowledge on speech and language disorders, offering practical recommendations for enhancing academic support systems in Nigerian schools.