Instructional Methods Adaptation and Implementation of Competency-Based Curriculum for Early Years Learners with Disabilities in Primary Schools In Nairobi City County, Kenya

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dc.contributor.authorOwino, Clifford Otieno
dc.contributor.authorBunyasi, Beatrice A.
dc.contributor.authorKamau-Kangethe, Racheal W.
dc.date.accessioned2023-11-02T08:12:04Z
dc.date.available2023-11-02T08:12:04Z
dc.date.issued2022-12
dc.descriptionArticleen_US
dc.description.abstractA competency-based curriculum has been adopted in the Kenyan education system. However, learners with disabilities in regular schools would be learning using two separate programmes, that is an inclusive education programme and a competency-based curriculum programme. Implementing the two programms simultaneously to this category of learners could be challenging. Therefore, this study focused on the instructional methods adaptation influencing competency-based curriculum implementation for Early Years Learners with disabilities in primary schools. The study was premised on the theory of Complexity and Education by Davis and Sumara (2006), which holds that the fruitfulness and range of systems in which ambiguity and uncertainty occur, should be embraced, and accommodated during evaluation. The researcher employed a concurrent embedded design based on the mixed-method approach in data gathering. The study’s location was Nairobi City County, Kenya. The target population was 368 participants and from this target, the study sampled 16 heads of schools, 48 teachers, and 2 Educational Officers who were the respondents. The instruments of data collection were semi-structured questionnaires, an observation checklist, and an interview schedule. The piloting of instruments took place in one school with a special unit. The instruments were only accepted as valid and reliable after the results of Cronbach's alpha coefficient of r=.75. Data were analyzed through descriptive and inferential statistics. In addition, data were prepared and organized using Statistical Package for Social Sciences into percentages, mean, Skewness, standard deviations, graphs, and tables. The researcher tested the hypothesis by use of the chi-square test at a significant level of α =<.05. Findings revealed that teachers with a high mean score on instructional methods adaptation for learners with disabilities also had high mean scores on implementation of CBC in a regular class. Alternate instructional methods were lowly employed for teaching learners with disabilities in regular classes. Learners with disabilities were lowly accommodated and achieved less during learning in regular classes. Instructional methods were not adapted for learners with disabilities during the implementation of a competency-based curriculum for greater improvement in learning achievement in regular classes. Teachers were trained in special needs, primary teaching, or early childhood education and faced challenges in the adaptation of instructional pedagogies for learners with disabilities to implement the competency-based curriculum in the regular classes. The study provides information that will influence policy and practice in implementing competency-based curriculum among learners with disabilities Index Terms— Instructional methods, Special Needs Education, Competency-Based Curriculum, Early Years Learners with disabilities.en_US
dc.identifier.citationOwino, C. O., Bunyasi, B. A., & Kamau-Kangethe, R. W. Instructional Methods Adaptation and Implementation of Competency-Based Curriculum for Early Years Learners with Disabilities in Primary Schools In Nairobi City County, Kenya.en_US
dc.identifier.urihttps://www.wjir.org/download_data/WJIR1306003.pdf
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/27117
dc.language.isoenen_US
dc.publisherWJIRen_US
dc.titleInstructional Methods Adaptation and Implementation of Competency-Based Curriculum for Early Years Learners with Disabilities in Primary Schools In Nairobi City County, Kenyaen_US
dc.typeArticleen_US
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