Instructional constraints faced by learners with duchenne muscular dystrophy: A case study of Joy Town Special Primary School, Thika, Kenya.
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Date
2015
Authors
Wang’ang’a Annerose Wanjiku
Wamocho, F. I.
Kioy, Paul
Journal Title
Journal ISSN
Volume Title
Publisher
Rwandan Journal of Education Volume 1 Issue 2
Abstract
The study is about the instructional constraints facing learners with Duchenne muscular dystrophy (DMD) at
Salvation Army (SA) Joy Town special primary school, Thika, Kenya. Instructional constraints in this study are the
academic challenges encountered by the learners that include: poor teaching methods, inappropriate curriculum, and
lack of a modified learning and teaching environment among others. The study adopted a descriptive design because
it aims at getting a true picture of a situation, behavior or attitude of individuals and the community at large. The
target population was 43, and the study population was 23. The researcher used interviews and observation guide to
collect data. Piloting was done at Dagoretti special school for the physically handicapped (PH), content-related
validity was used as a measure to determine validity, and descriptive statistics where tables of frequencies and
percentages were used in analyzing data. Results revealed that there were major instructional constraints facing
learners with DMD.
Description
Keywords
Instructional constraints, Duchenne muscular dystrophy, learners with special educational needs