Establishing instructional strategies on training learners with autism daily living skills in special units and school, Makuyu Division, Muranga County, Kenya
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Date
2015
Authors
Gatimu, Rosemary Wanjiru
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Abstract
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
Description
A research thesis submitted for the degree of Master of Education (special needs education) in the school of education of Kenyatta University. LB 4719 .K4G3