MST-Department of Special Needs Education

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Browsing MST-Department of Special Needs Education by Author "Gatimu, Rosemary Wanjiru"

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    Establishing instructional strategies on training learners with autism daily living skills in special units and school, Makuyu Division, Muranga County, Kenya
    (2015) Gatimu, Rosemary Wanjiru
    The study aimed at finding out the Instructional Strategies used to train learners with autism spectrum disorders (ASD) daily living skills. It intended to establish whether teachers of children with ASD have adequate knowledge and skills to determine the various educational needs of the learners with ASD. It also investigated the existing instructional methods and materials teachers used in teaching such learners. The research was conducted in Makuyu Division in Muranga County. The study employed mixed method design utilizing both qualitative and quantitative approaches. The sample consisted of (71) respondents; comprising 30 pupils, 11 teachers and 30 parents. The teachers were purposively selected while convenient sampling was used to select the pupils and parents. Questionnaires were used to collect data from the teachers. Interview schedule was used to collect data from parents while learners and teachers were observed by the researcher using observation checklist. The study used descriptive statistics where tables of frequencies and percentages were used to analyze data. Qualitative data from interview and content analysis was done for the observation schedule based on themes then reported in narrative form. Research findings showed that the instructional strategies used by teachers didn't give priority to training in DLS. Materials for training DLS were scarce. DLS didn't appear on class timetables. Parents were not involved in training DLS. The study recommended that in-service training for teachers handling learner with autism should be organized by the ministry of education to equip them with specialized skills needed to teach DLS. Sensitization program should be launched targeting parents of learners with ASD who still seem unaware of importance of teacher-parent collaboration