Analysis of teachers’ competencies, teaching and learning strategies teachers use to educate pupils with learning disabilities in regular public primary schools in Thika West district, Kiambu county: Kenya
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Date
2013-03-21
Authors
Njuguna, Milka Njeri
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Abstract
The study aimed at establishing the professional qualifications of teachers educating
learners with learning disabilities. It also intended to investigate whether teachers in
regular public schools are able to identify and assess learners with learning
disabilities. Another aim was to establish the teaching, learning strategies and
materials used by teachers when educating learners with LD. Finally, the study
intended to find out whether there were collaborative structures and support that have
been put in place in schools to help learners with LD. The study adopted both
qualitative and quantitative research approaches where mixed methods design was
used to collect and analyze data from headteachers, teachers and learners. The study
embarked on interviews for headteachers by use of structured interview schedule,
semi-structured\fuestionnaires for teachers and finally a lesson observation schedule
for learners with LD and materials utilized in classroom. The study was conducted in
Thika West District, Juja zone. Purposive sampling was used to select the district,
schools, classes 1-4, headteachers and teachers. Learners with learning disabilities
were randomly selected after being identified through the use of an identification tool
containing characteristics of LD. Identification was done four weeks prior to the
study. The sample size comprised 4 headteachers, 32 teachers and 64 learners making
a total of 100 respondents. Data collected were analyzed both quantitatively and
qualitatively. Quantitative data from the questionnaires for teachers and observation
schedule for the learners and materials were analyzed using statistical package of
social sciences (SPSS). Data collected using an interview schedule and open-ended
questions from questionnaires were analyzed qualitatively. The results were obtained
and presented based on the objectives and questions formulated for the study. The
study found that all teachers had professional qualifications to teach classes 1-4 but
majority had not specialized in the area of LD. However, though headteachers had
special education training, tpere was no evidence of support of LD. None of the
headteachers had started an LD 'programme in their respective schools. The study also
found that though teachers claimed to have knowledge of identifying learners with
LD, they did not have any identification tool in class. The study also found out that
the teachers used a variety of teaching methods but they experienced difficulties
helping the learners. In collaboration, the study found out that teachers worked
together in identification, instructing and assessing learners with LD among other
areas but needed more training to enhance their skills in collaboration. The study
concluded that inadequate knowledge for identification of LD and failure to use an
identification tool in class could be the possible reason why teaching and learning
strategies used by teachers could not work. This is because individual learners with
LD were not identified and the skills deficit were also not identified hence appropriate
intervention not done. The study recommended that the Ministry of Education
facilitate workshops and in-service training for teachers to enable them acquire
modern teaching and learning methods. KIE to ensure that standardized identification
and assessment tools and modified teaching materials are developed. Finally, pullout
programms initiated in schools so that learners with specific learning difficulties can
be assisted by the resource teacher and joins the rest in class.
Description
LC 4019.8 .N58