Perception of Teacher Preparedness in Implementation of Curriculum to learners With cerebral palsy in special Schools in Bungoma County, Kenya

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dc.contributor.authorAroni, Jane Franciscar
dc.date.accessioned2020-01-27T13:28:09Z
dc.date.available2020-01-27T13:28:09Z
dc.date.issued2019-06
dc.descriptionA Research Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Masters of Education (Early Childhood and Special Needs Education) in the School of Education of Kenyatta University June, 2019en_US
dc.description.abstractLearners with cerebral palsy experience functional limitations that result from impaired muscles, body movement and significant cognitive deficits. These cause poor coordination of fine and gross motor muscles and sometimes poor cognition. Interaction and manipulation of curriculum materials becomes a challenge making it difficult to access curriculum content. This study purposed to assess the perception of teacher preparedness in implementation of curriculum to learners with cerebral palsy in special schools in Bungoma County. The objectives of the study were to establish whether teachers had skills and knowledge to handle learners with cerebral palsy in schools for learners with physical disabilities, adaption of the curriculum for the learners, use of relevant resources to teach these learners and collaboration of teachers with relevant professionals for service provision. The study was guided by Wolfensbergers theory of Normalization, (1980). This study adopted a descriptive survey design through Concurrent mixed methods and was carried out in three special schools and a special unit for learners with physical disabilities in Bungoma County. The target population consisted of 4 head teachers and 84 teachers in Special Schools and Units for Learners with Physical Disabilities.The sample size was based on a sample size determination formula by Krejcie and Morgan (1970) as cited by Kosomo (2001).The study used mixed methods research approach of inquiry. Data was collected using Questionnaires, interview schedules and observation checklists. Validity was determined by consulting supervisors in Kenyatta University and incorporating their inputs in data collection instruments. Test-retest method was employed to test the reliability of the research instruments. Reliability coefficient between the first and second scores was done using Pearson’s Product Moment Correlation (r) Data analysis was done by transforming qualitative data to quantitative data and presenting it on pie charts, bar graphs and frequency tables and the interpreting it through descriptive statistics. The study established that teachers in Special Schools and Units in Bungoma County had relevant skills and knowledge required to identify and handle learners with cerebral palsy in curriculum activities. That schools lacked appropriate teaching and learning resources and most had minimal collaboration with relevant professionals. The study recommended that schools mount more induction courses to prepare teachers for the pedagogical content and resources that meet the ever changing curriculum demands. There was need to improve collaboration between teachers and stakeholders for proper service provision.en_US
dc.description.sponsorshipKenyatta Universityen_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/20081
dc.language.isoenen_US
dc.publisherKenyatta Universityen_US
dc.titlePerception of Teacher Preparedness in Implementation of Curriculum to learners With cerebral palsy in special Schools in Bungoma County, Kenyaen_US
dc.typeThesisen_US
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