Analysis of Strategies used in Teaching Adapted Physical Education to Learners with Physical Disabilities in Nyakach District, Kenya
This study sought to establish the strategies used by teachers in adapting physical education to learners with physical disabilities. The study was guided by Sherrill’s Adaptation Theory (1995) which emphasizes the interaction between the teacher, the learner and the environment. The theory is relevant in that it describes, explains and predicts strategies for change in psychomotor behavior which is the basis of adapted physical education. A descriptive survey design was used for the study that was carried out in Integrated Primary Schools for learners with Physical Disabilities in Nyakach District. The study targeted 8 administrators, 74 teachers of adapted physical education and 175 learners with physical disabilities: a sample size of 93 participants; 6 administrators, 39 teachers of adapted physical education and 48 learners with physical disability were used for the study. The administrators and teachers were purposively sampled while learners were stratified along gender lines then a simple random sample done. Interview guides were used to collect data from the administrators; questionnaires were used for teachers and learners. Observation schedules were used to observe adapted PE lessons, the availability, adequacy and adaptation of facilities and equipment. Data was analyzed using descriptive statistics. The study established that the APE teachers used various instructional strategies that included assessment, planning, task analysis, adaptations and modifications and that the schools had inadequate facilities that were not adapted to suit learners with physical disabilities. As a result of the findings the researcher has recommended that short courses and in-service training be offered for the teachers and that the government to mobilize and increase resource allocations to schools practicing integration.