PERCEIVED EFFECTIVENESS OF COGNITIVE-LINGUISTIC APPROACHES IN SCHOOL-BASED APHASIA REHABILITATION IN NIGERIA

Abstract

This study assessed the impact of integrating cognitive linguistics principles into aphasia rehabilitation programs at Government Comprehensive Special School, Lafia, Nasarawa State, Nigeria. Aphasia, a language disorder often resulting from brain injury or stroke, significantly impairs communication and comprehension. While cognitive-linguistic approaches have shown promise globally, evidence from Nigerian special education contexts remains limited. A quantitative research design was adopted, using total population sampling of all 18 teachers directly involved in aphasia rehabilitation at the school. Data were collected through structured questionnaires with closed-ended items on a 5-point Likert scale. Descriptive statistics, including frequency tables and charts, were employed to analyze responses. The findings revealed strong teacher agreement that cognitive linguistics integration significantly improved students’ communication (77.8% strongly agree) and comprehension skills (61.1% agree, 16.7% strongly agree). Teachers also reported consistent use of Speech and Language Therapy (SLT) and Melodic Intonation Therapy (MIT), while Augmentative and Alternative Communication (AAC) tools received neutral responses, suggesting inconsistent application. The majority acknowledged the incorporation of Individualised Educational Plans (IEPs) tailored to learners’ needs. These results affirm the effectiveness of cognitive-linguistic principles in aphasia rehabilitation and underscore the need for improved AAC training. The study contributes context-specific evidence supporting innovative, tailored rehabilitation strategies for Nigerian special education settings.