Abstract

The study investigated on psychosocial factors predisposing academic adjustment of students'
with special needs in Obudu Local Government Area of Cross River State. The study adopted
correlational research design for the study. Three research questions from which three hypotheses
was drawn was used to guide the study. The study sample comprised of 205 teachers, drawn using
stratified sampling technique from a population of 1,351 teachers in 25 public secondary schools
in Obudu Local Government Area of Cross River State. The two instruments for data collection
was titled: Psychosocial factors Questionnaire (PFQ) with 15 items designed on a 4 point likert
type scale and Students with Special Needs Academic Adjustment Scale (SWSNAAS). The
validity of the instrument was determined by experts in educationalmeasurement and evaluation.
The reliability of two instruments was determined using test re-test method which resulted in a
reliability co-efficient of 0.78, 0.81 and 0.95. Data analysis was done using Pearson Correlational
Coefficient to test hypotheses at 0.05 level of significance. The result revealed that there is a
significant relationship between motivation, family support, self-efficacy and academic
adjustment of students with special needs in Obudu Local Government Area of Cross River State.
Based on this result, it was recommended that inclusive education should be emphasized with
adequate resources to empower, encourage and enhance motivation of students with special
needs in the classroom settings.

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