Assessing Soft Skills among Students with Disabilities in Teacher Training Institutions in Zambia

Abstract

This paper presents results of a study conducted to assess soft skills among students with disabilities in four (4) teacher training institutions in Zambia. The study, conducted in 2014 in two Zambian universities and two colleges of education randomly sampled thirty seven (37) students with disabilities. The study used a selected set of Dr Karen Wolffe’s (2011) ten (10) category transitional competencies. Using a quantitative approach, respondents were required to answer ‘Yes’ or ‘No’ to whether they were able to perform certain soft skills or not. Data was analyzed using SPSS. The study discovered that students with disabilities lacked compensatory related skills. They also lacked skills and opportunities for leisure. They however recorded having socialization skills, real life related skills, self-advocacy and problems solving skills. Among the many recommendations, institutions training teachers should design courses or integrate into existing courses the necessary soft skills.