Instructional constraints faced by learners with duchenne muscular dystrophy: A case study of Joy Town Special Primary School, Thika, Kenya.

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dc.contributor.authorWang’ang’a Annerose Wanjiku
dc.contributor.authorWamocho, F. I.
dc.contributor.authorKioy, Paul
dc.date.accessioned2015-02-09T09:17:30Z
dc.date.available2015-02-09T09:17:30Z
dc.date.issued2015
dc.description.abstractThe 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.en_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/12168
dc.language.isoenen_US
dc.publisherRwandan Journal of Education Volume 1 Issue 2en_US
dc.subjectInstructional constraintsen_US
dc.subjectDuchenne muscular dystrophyen_US
dc.subjectlearners with special educational needsen_US
dc.titleInstructional constraints faced by learners with duchenne muscular dystrophy: A case study of Joy Town Special Primary School, Thika, Kenya.en_US
dc.typeArticleen_US
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