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All Journal Journal of General Education and Humanities Edukasiana: Jurnal Inovasi Pendidikan Indonesian Educational Research Journal
Muzata, kenneth
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Coping with Stressful Behaviour of Autism: Voices of Lusaka Parents, Zambia Chalwe, Hellen Kalumba; Muzata, kenneth; Mandyata, Joseph M
Journal of General Education and Humanities Vol. 3 No. 1 (2024): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v3i1.148

Abstract

This was a hermeneutical phenomenological qualitative study of the coping strategies parents of children with autism spectrum disorder (ASD) use to cope with the demanding behaviours of their children in the Lusaka district – in Zambia. Parents, as key caregivers of children with disabilities, are likelier to develop unhappiness and worry than parents of classically developing children. Parental stress is usually associated with the severity of the ASD disorder. It was imperative to study how parents in Lusaka District coped with children with ASD daily. Interviews were used to collect data. Ten (10) parents of children with ASD were purposively selected to participate in the study. Data analysis was done in themes that revealed extra worries for parents, caused mainly by a lack of information about ASD, especially before diagnosis. Parents adopted specific strategies to cope with their children's problematic behaviour in areas of social interaction. Further, parents require much assistance developing interaction between them and specialists to acquire support services regarding coping strategies for their children's behaviour
Using Music to Decolonize the Teaching of Comprehensive Sexuality Education in Zambian Schools: A Content Analysis Study Muzata, Kenneth
Edukasiana: Jurnal Inovasi Pendidikan Vol. 4 No. 2 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ejip.v4i2.1109

Abstract

This paper addresses an important issue regarding the introduction of Comprehensive sexuality education in the Zambian school curriculum and questioning whether such an introduction entailed the lack of comprehensive sexuality education content in the Zambian culture or not. Using selected pieces of music content, the Paper analyses how CSE is covered within the Zambian cultural curriculum and implores school authorities to tap from indigenous knowledge to feed the curriculum rather than bowing to foreign content. This paper adopted a qualitative approach.  Five purposively selected songs from four artists and five grade five and six learners’ books were subjected to content analysis to determine the adequacy of CSE content. The learners’ books were used to examine the availability of CSE content in the school system. Findings revealed that, although the selected songs did not address specific grade levels to benefit from CSE content, there was available content which when integrated in the Zambian school curriculum would adequately teach comprehensive sexuality education content and skills to learners in schools. Future CSE curriculum reviews should consider utilizing the Zambian music in the teaching of CSE in schools.
The Practices of Teaching Orientation and Mobility Skills to Students with Visual Impairment in Selected Tanzanian Universities Mwitango, Shemndolwa; Muzata, Kenneth; Simalalo, Magdalene
Indonesian Educational Research Journal Vol. 3 No. 1 (2025): Various Learning Strategies in Education to Facilitate Student Learning Outcome
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v3i1.79

Abstract

The increased need for independence among individuals with visual impairment poses a deliberate prerequisite to equipping them with orientation and mobility skills.  This study aimed to investigate the practices of teaching orientation and mobility skills among university students with visual impairment in Tanzania.  Understanding the practices used, new and better policies can be developed to improve the training of orientation and mobility for students with visual impairments. The study employed an intrinsic case study design to generate in-depth information on training orientation and mobility for students with visual impairments. Purposively, 25 participants were selected to participate in the study, including students with visual impairment, orientation and mobility specialists, and administrators. Inductive thematic analysis using NVIVO was employed to make sense of data generated from two selected universities using interviews, focus group discussions, observation,s and documentary reviews.  The findings revealed that orientation and mobility are taught in an unstructured environment without proper guidelines to guide the teaching process. Based on the findings, it is recommended that orientation and mobility training should be incorporated into the university policy and curriculum to allow students with visual impairment to learn orientation and mobility systematically for proper mastery of the skills.
Co-Authors Chalwe, Hellen Kalumba Mandyata, Joseph M Mwitango, Shemndolwa Simalalo, Magdalene