Instructional Resources and Strategies on Participation in Adapted Aquatics for Learners with Physical Impairments in Joy-Town Special Primary School in Kiambu County, Kenya

Abstract

The study sought to analyze the instructional needs and resources for Adapted Aquatic activities for learners with Physical Disability at Joy-Town Special Primary School Kiambu County Kenya. Children ought to get 60 minutes or more physical activity every day, including children with physical disabilities as it is an excellent way of improving motor fitness, physical fitness, social skills and self-confidence of learners with disabilities. However, most PE teachers are not conversant with Adapted Aquatics since it is not included in the curriculum offered in diploma and certificate Teacher Training Colleges. Moreover, there is very little literature on participation in adapted aquatics in Kenya with respect to instructional resources. The study was guided by Ernest Kiphard motor adaptation theory (1983) which emphasizes the interactions between the teacher, learner and the environment. The study took the form of a case study which involved the selection of 62 learners from classes 5, 6 and 7, 3 administrators namely the head-teacher, deputy head-teacher and the senior-teacher, 3 Physical Education teachers and the swimming instructor were targeted yielding a total of 69 respondents. Using stratified random sampling based on gender, 35 learners were selected. 3 administrators namely the head-teacher, deputy head-teacher and the senior teacher, 3 Physical Education teachers and the swimming instructor were purposively selected for the study making a total of 42 respondents (60.87%) of the target population. Questionnaires, interview guide and an observation checklist were used to collect the data. The data collected was coded and analyzed using descriptive statistics such as frequency distribution tables and measures of central tendency. It was then presented in form of tables, graphs and pie-charts. The study found out that the strategies used in teaching adapted aquatic lessons included use of IEP, preparation of remedial aquatic lessons and use of aquatic games after class work where learners practiced the learnt skills. Instructional materials for adapted aquatic activities were found to be insufficient. Some learners never participated in swimming lessons due to medical conditions while others had a negative attitude toward the sport. There were numerous challenges faced when teaching adapted aquatics activities. The challenges included inadequate facilities, lack of sufficient swimming equipment, lack of funds to organize swimming gala and lack of collaboration of the multidisciplinary teams in the swimming. The researcher recommends that to cater for the individual needs for learners with physical disabilities, the swimming pool and other facilities should be adapted and modified.