Implementation of Individualized Education Programme for Effective Teaching of Learners with Cerebral Palsy in Two Special Primary Schools, Kisumu County, Kenya

Abstract

The study examined the implementation of IEP for effective teaching of learners with CP in two Special Primary Schools in Kisumu County Kenya. The study was guided by descriptive survey design. Multistage sampling was used which involved: Purposive Sampling to select sub-counties, schools, classes and head teachers. To select teachers and learners, stratified and simple random sampling was used. Sample size was 2 head teachers, 16 teachers teaching learners with CP, and 40 learners with CP. The instruments used were questionnaire, observation schedule and interview schedule. Data was collected by the researcher. The researcher did administration of the instruments in person. Analysis was done following the objectives of the study and research questions. Data presentation was done using tables, pie charts, bar graphs, and descriptive passages. Quantitative data collected was entered into computer spread sheet in a standard format to allow for computations of descriptive statistics using Statistical Package for Social Sciences (SPSS).The descriptive statistic such as percentages and frequency distribution was used to analyze quantitative data. Qualitative data was placed under themes with research objectives and questions; and conclusion made based on trends and patterns of responses. It was established that teachers use accommodations, adaptations, modifications and other instructional approaches. It was noted that most used approaches are task analysis and guided practice. However, it was revealed that teachers are challenged when implementing IEP strategies. They experience pressure of time, overwhelming amount of work in teaching, and inadequate resources and materials for teaching learners with CP. It was established that this has led to, learners repeating grades, dropping out of school, and performing poorly. Based on the study findings and conclusions, it was recommended that teachers fully utilize the resources and skills they have to improve learners’ abilities; schools to purchase more teaching and learning resources; more teaching staff to be posted in special primary schools with learners with CP to enhance implementation of IEP. It is hoped that the findings of this study would assist the government and stakeholders in formulating policy that would benefit teachers teaching learners with CP, and learners with CP.