Instructional challenges facing learners with Cerebral palsy in selected schools in Machakos and Kiambu counties, Kenya

Abstract

The purpose of this study was to investigate the instructional challenges facing learners with cerebral palsy in the two selected special schools in Machakos and Kiambu Counties. The study was guided by the Bronfenbrenner's ecological theory of human development (1979) which asserts that natural environment is the major source of influence on a developing person. The study adapted descriptive survey design targeting 2 administrators, 40 teachers and 272 learners with Cerebral Palsy: a sample size of 120 respondents was used; 2 administrators, 40 teachers and 78 learners with Cerebral Palsy. All the respondents were purposively selected. Interview guide containing open-ended questions were administered to the administrators. Close-ended and open questionnaire items were administered to the teachers and the learners. Observation checklist was used to gather more information. The collected data were analyzed using descriptive statistics. The study established that; the current curriculum did not fully cater for the learners with CP, Schools did not provide learners with specialized equipment or adaptive devices, the available facilities were not adequately adapted or modified, teachers did not have knowledge of learners with CP in their initial PTE, teachers did not modify their teaching methods. As a result of the findings, the researcher recommended that KIECD develop a PTE curriculum for teachers of learners with CP, Schools to provide specialized equipment, and modified facilities, the MoE to organize refresher courses for teachers teaching learners with CP.