{"id":3824,"date":"2026-05-31T10:13:55","date_gmt":"2026-05-31T10:13:55","guid":{"rendered":"https:\/\/birpub.org\/ijhte\/?post_type=journal_article&#038;p=3824"},"modified":"2026-05-31T10:13:57","modified_gmt":"2026-05-31T10:13:57","slug":"influence-of-rehabilitation-services-on-the-academic-adjustment-of-learners-with-disabilities-in-inclusive-public-secondary-schools-in-enugu-state","status":"publish","type":"journal_article","link":"https:\/\/birpub.org\/ijhte\/journal_article\/influence-of-rehabilitation-services-on-the-academic-adjustment-of-learners-with-disabilities-in-inclusive-public-secondary-schools-in-enugu-state\/","title":{"rendered":"Influence of Rehabilitation Services on the Academic Adjustment of Learners with Disabilities in Inclusive Public Secondary Schools in Enugu State"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\"><strong>Hojo, James Okwuchukwu<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Abstract<\/strong>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;<\/p>\n\n\n\n<figure class=\"wp-block-table\"><table class=\"has-fixed-layout\"><tbody><tr><td><em>This study examined the influence of rehabilitation services on the academic adjustment of learners with disabilities in inclusive public secondary schools in Enugu State. The study was guided by four research hypotheses testing the effects of educational, psychological, medical, and vocational rehabilitation services on academic adjustment. A descriptive survey research design was adopted. A total of 400 respondents comprising 300 learners with disabilities and 100 teachers and school administrators were sampled using stratified random and purposive sampling techniques. Data were collected using a structured questionnaire and analyzed using descriptive statistics and multiple regression analysis at 0.05 level of significance. Findings from the study revealed that rehabilitation services significantly influence academic adjustment. Educational rehabilitation recorded the highest mean response (M = 3.15\u20133.30), followed by psychological rehabilitation (M = 3.10\u20133.28), medical rehabilitation (M = 3.10\u20133.26), and vocational rehabilitation (M = 3.14\u20133.28), indicating generally positive perceptions across all domains. Multiple regression analysis showed a strong relationship between rehabilitation services and academic adjustment (R = 0.856), with a coefficient of determination indicating that 73.3% (R\u00b2 = 0.733) of the variance in academic adjustment was explained by the four rehabilitation services combined. The ANOVA result confirmed the model was statistically significant (F = 152.48, p &lt; 0.05), indicating a strong joint effect of rehabilitation services on academic adjustment. Further analysis showed that all predictors were individually significant: educational rehabilitation (\u03b2 = 0.402, p &lt; 0.05), psychological rehabilitation (\u03b2 = 0.335, p &lt; 0.05), medical rehabilitation (\u03b2 = 0.289, p &lt; 0.05), and vocational rehabilitation (\u03b2 = 0.256, p &lt; 0.05). The study concludes that rehabilitation services are critical determinants of academic adjustment among learners with disabilities. It recommends strengthened implementation of integrated rehabilitation programs, improved teacher training, adequate provision of assistive technologies, and increased funding to support inclusive education practices.<\/em><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong><em>Keywords:&nbsp; <\/em><\/strong><em>Rehabilitation services, academic adjustment, inclusive education, learners with disabilities, secondary schools.<\/em><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong><em>Cite<\/em><\/strong><em>: <\/em>Hojo, J. O. (2026). Influence of Rehabilitation Services on the Academic Adjustment of Learners with Disabilities in Inclusive Public Secondary Schools in Enugu State.<em> International Journal of Humanities, Thought and Expression,4 (2), 31 &#8211; 40. <\/em><a href=\"https:\/\/doi.org\/10.5281\/zenodo.20473887\"><em>https:\/\/doi.org\/10.5281\/zenodo.20473887<\/em><\/a><em><\/em><\/p>\n\n\n\n<div data-wp-interactive=\"core\/file\" class=\"wp-block-file\"><object data-wp-bind--hidden=\"!state.hasPdfPreview\" hidden class=\"wp-block-file__embed\" data=\"https:\/\/birpub.org\/ijhte\/wp-content\/uploads\/sites\/4\/2026\/05\/IJHTE_4231-40.pdf\" type=\"application\/pdf\" style=\"width:100%;height:600px\" aria-label=\"Embed of IJHTE_42,31-40.\"><\/object><a id=\"wp-block-file--media-61266463-8ee8-4ba8-b3c0-9e17e43a698a\" href=\"https:\/\/birpub.org\/ijhte\/wp-content\/uploads\/sites\/4\/2026\/05\/IJHTE_4231-40.pdf\">IJHTE_42,31-40<\/a><a href=\"https:\/\/birpub.org\/ijhte\/wp-content\/uploads\/sites\/4\/2026\/05\/IJHTE_4231-40.pdf\" class=\"wp-block-file__button wp-element-button\" download aria-describedby=\"wp-block-file--media-61266463-8ee8-4ba8-b3c0-9e17e43a698a\">Download<\/a><\/div>\n","protected":false},"author":1,"template":"","journal_article_cats":[222],"class_list":["post-3824","journal_article","type-journal_article","status-publish","hentry","journal_article_cat-vol-4-no-2"],"yoast_head":"<!-- This site is optimized with the Yoast SEO Premium plugin v26.1 (Yoast SEO v28.1) - https:\/\/yoast.com\/product\/yoast-seo-premium-wordpress\/ -->\n<title>Influence of Rehabilitation Services on the Academic Adjustment of Learners with Disabilities in Inclusive Public Secondary Schools in Enugu State - International Journal of Humanities, Thought and Expression<\/title>\n<meta name=\"description\" content=\"This study examined the influence of rehabilitation services on the academic adjustment of learners with disabilities in inclusive public secondary schools in Enugu State. The study was guided by four research hypotheses testing the effects of educational, psychological, medical, and vocational rehabilitation services on academic adjustment. A descriptive survey research design was adopted. A total of 400 respondents comprising 300 learners with disabilities and 100 teachers and school administrators were sampled using stratified random and purposive sampling techniques. Data were collected using a structured questionnaire and analyzed using descriptive statistics and multiple regression analysis at 0.05 level of significance. Findings from the study revealed that rehabilitation services significantly influence academic adjustment. Educational rehabilitation recorded the highest mean response (M = 3.15\u20133.30), followed by psychological rehabilitation (M = 3.10\u20133.28), medical rehabilitation (M = 3.10\u20133.26), and vocational rehabilitation (M = 3.14\u20133.28), indicating generally positive perceptions across all domains. Multiple regression analysis showed a strong relationship between rehabilitation services and academic adjustment (R = 0.856), with a coefficient of determination indicating that 73.3% (R\u00b2 = 0.733) of the variance in academic adjustment was explained by the four rehabilitation services combined. The ANOVA result confirmed the model was statistically significant (F = 152.48, p &lt; 0.05), indicating a strong joint effect of rehabilitation services on academic adjustment. Further analysis showed that all predictors were individually significant: educational rehabilitation (\u03b2 = 0.402, p &lt; 0.05), psychological rehabilitation (\u03b2 = 0.335, p &lt; 0.05), medical rehabilitation (\u03b2 = 0.289, p &lt; 0.05), and vocational rehabilitation (\u03b2 = 0.256, p &lt; 0.05). The study concludes that rehabilitation services are critical determinants of academic adjustment among learners with disabilities. It recommends strengthened implementation of integrated rehabilitation programs, improved teacher training, adequate provision of assistive technologies, and increased funding to support inclusive education practices.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/birpub.org\/ijhte\/journal_article\/influence-of-rehabilitation-services-on-the-academic-adjustment-of-learners-with-disabilities-in-inclusive-public-secondary-schools-in-enugu-state\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Influence of Rehabilitation Services on the Academic Adjustment of Learners with Disabilities in Inclusive Public Secondary Schools in Enugu State\" \/>\n<meta property=\"og:description\" content=\"This study examined the influence of rehabilitation services on the academic adjustment of learners with disabilities in inclusive public secondary schools in Enugu State. The study was guided by four research hypotheses testing the effects of educational, psychological, medical, and vocational rehabilitation services on academic adjustment. A descriptive survey research design was adopted. A total of 400 respondents comprising 300 learners with disabilities and 100 teachers and school administrators were sampled using stratified random and purposive sampling techniques. Data were collected using a structured questionnaire and analyzed using descriptive statistics and multiple regression analysis at 0.05 level of significance. Findings from the study revealed that rehabilitation services significantly influence academic adjustment. Educational rehabilitation recorded the highest mean response (M = 3.15\u20133.30), followed by psychological rehabilitation (M = 3.10\u20133.28), medical rehabilitation (M = 3.10\u20133.26), and vocational rehabilitation (M = 3.14\u20133.28), indicating generally positive perceptions across all domains. Multiple regression analysis showed a strong relationship between rehabilitation services and academic adjustment (R = 0.856), with a coefficient of determination indicating that 73.3% (R\u00b2 = 0.733) of the variance in academic adjustment was explained by the four rehabilitation services combined. The ANOVA result confirmed the model was statistically significant (F = 152.48, p &lt; 0.05), indicating a strong joint effect of rehabilitation services on academic adjustment. Further analysis showed that all predictors were individually significant: educational rehabilitation (\u03b2 = 0.402, p &lt; 0.05), psychological rehabilitation (\u03b2 = 0.335, p &lt; 0.05), medical rehabilitation (\u03b2 = 0.289, p &lt; 0.05), and vocational rehabilitation (\u03b2 = 0.256, p &lt; 0.05). The study concludes that rehabilitation services are critical determinants of academic adjustment among learners with disabilities. It recommends strengthened implementation of integrated rehabilitation programs, improved teacher training, adequate provision of assistive technologies, and increased funding to support inclusive education practices.\" \/>\n<meta property=\"og:url\" content=\"https:\/\/birpub.org\/ijhte\/journal_article\/influence-of-rehabilitation-services-on-the-academic-adjustment-of-learners-with-disabilities-in-inclusive-public-secondary-schools-in-enugu-state\/\" \/>\n<meta property=\"og:site_name\" content=\"International Journal of Humanities, Thought and Expression\" \/>\n<meta property=\"article:modified_time\" content=\"2026-05-31T10:13:57+00:00\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:label1\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data1\" content=\"2 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\\\/\\\/schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"https:\\\/\\\/birpub.org\\\/ijhte\\\/journal_article\\\/influence-of-rehabilitation-services-on-the-academic-adjustment-of-learners-with-disabilities-in-inclusive-public-secondary-schools-in-enugu-state\\\/\",\"url\":\"https:\\\/\\\/birpub.org\\\/ijhte\\\/journal_article\\\/influence-of-rehabilitation-services-on-the-academic-adjustment-of-learners-with-disabilities-in-inclusive-public-secondary-schools-in-enugu-state\\\/\",\"name\":\"Influence of Rehabilitation Services on the Academic Adjustment of Learners with Disabilities in Inclusive Public Secondary Schools in Enugu State - International Journal of Humanities, Thought and Expression\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/birpub.org\\\/ijhte\\\/#website\"},\"datePublished\":\"2026-05-31T10:13:55+00:00\",\"dateModified\":\"2026-05-31T10:13:57+00:00\",\"description\":\"This study examined the influence of rehabilitation services on the academic adjustment of learners with disabilities in inclusive public secondary schools in Enugu State. The study was guided by four research hypotheses testing the effects of educational, psychological, medical, and vocational rehabilitation services on academic adjustment. A descriptive survey research design was adopted. A total of 400 respondents comprising 300 learners with disabilities and 100 teachers and school administrators were sampled using stratified random and purposive sampling techniques. Data were collected using a structured questionnaire and analyzed using descriptive statistics and multiple regression analysis at 0.05 level of significance. Findings from the study revealed that rehabilitation services significantly influence academic adjustment. Educational rehabilitation recorded the highest mean response (M = 3.15\u20133.30), followed by psychological rehabilitation (M = 3.10\u20133.28), medical rehabilitation (M = 3.10\u20133.26), and vocational rehabilitation (M = 3.14\u20133.28), indicating generally positive perceptions across all domains. Multiple regression analysis showed a strong relationship between rehabilitation services and academic adjustment (R = 0.856), with a coefficient of determination indicating that 73.3% (R\u00b2 = 0.733) of the variance in academic adjustment was explained by the four rehabilitation services combined. The ANOVA result confirmed the model was statistically significant (F = 152.48, p &lt; 0.05), indicating a strong joint effect of rehabilitation services on academic adjustment. Further analysis showed that all predictors were individually significant: educational rehabilitation (\u03b2 = 0.402, p &lt; 0.05), psychological rehabilitation (\u03b2 = 0.335, p &lt; 0.05), medical rehabilitation (\u03b2 = 0.289, p &lt; 0.05), and vocational rehabilitation (\u03b2 = 0.256, p &lt; 0.05). The study concludes that rehabilitation services are critical determinants of academic adjustment among learners with disabilities. 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The study was guided by four research hypotheses testing the effects of educational, psychological, medical, and vocational rehabilitation services on academic adjustment. A descriptive survey research design was adopted. A total of 400 respondents comprising 300 learners with disabilities and 100 teachers and school administrators were sampled using stratified random and purposive sampling techniques. Data were collected using a structured questionnaire and analyzed using descriptive statistics and multiple regression analysis at 0.05 level of significance. Findings from the study revealed that rehabilitation services significantly influence academic adjustment. Educational rehabilitation recorded the highest mean response (M = 3.15\u20133.30), followed by psychological rehabilitation (M = 3.10\u20133.28), medical rehabilitation (M = 3.10\u20133.26), and vocational rehabilitation (M = 3.14\u20133.28), indicating generally positive perceptions across all domains. 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Multiple regression analysis showed a strong relationship between rehabilitation services and academic adjustment (R = 0.856), with a coefficient of determination indicating that 73.3% (R\u00b2 = 0.733) of the variance in academic adjustment was explained by the four rehabilitation services combined. The ANOVA result confirmed the model was statistically significant (F = 152.48, p &lt; 0.05), indicating a strong joint effect of rehabilitation services on academic adjustment. Further analysis showed that all predictors were individually significant: educational rehabilitation (\u03b2 = 0.402, p &lt; 0.05), psychological rehabilitation (\u03b2 = 0.335, p &lt; 0.05), medical rehabilitation (\u03b2 = 0.289, p &lt; 0.05), and vocational rehabilitation (\u03b2 = 0.256, p &lt; 0.05). The study concludes that rehabilitation services are critical determinants of academic adjustment among learners with disabilities. 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The study was guided by four research hypotheses testing the effects of educational, psychological, medical, and vocational rehabilitation services on academic adjustment. A descriptive survey research design was adopted. A total of 400 respondents comprising 300 learners with disabilities and 100 teachers and school administrators were sampled using stratified random and purposive sampling techniques. Data were collected using a structured questionnaire and analyzed using descriptive statistics and multiple regression analysis at 0.05 level of significance. Findings from the study revealed that rehabilitation services significantly influence academic adjustment. Educational rehabilitation recorded the highest mean response (M = 3.15\u20133.30), followed by psychological rehabilitation (M = 3.10\u20133.28), medical rehabilitation (M = 3.10\u20133.26), and vocational rehabilitation (M = 3.14\u20133.28), indicating generally positive perceptions across all domains. 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