Mothers’ involvement in early identification and intervention for children with autism in Nairobi City County, Kenya
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Date
2016-06
Authors
Ouma, Onala John
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
The importance of early intervention for children with autism and those at risk cannot be
overemphasised. Early intervention is important in stimulating development in formative
years and reducing the chances of developing secondary disabilities in children at risk
and those with developmental disabilities. The purpose of this study was to investigate
the outcomes of mothers’ involvement in early identification and intervention for
children with Autism. This study was guided by the theory of social constructivism which
recognises learning as an active process where the learner interacts with the environment
and acquires new skills and behaviours. The study adopted the survey research design.
Purposive sampling was used to choose institutions that cater for children with autism in
Nairobi City County. Questionnaires, interview schedules and observation schedules
were used to collect data from parents, occupational therapists and teachers. Ten schools,
two Mothers to Toddlers’ Programmes and ten home school programmes were chosen for
the study. Parents of children with autism were randomly chosen from the institutions to
fill in the questionnaires while the teachers and occupational therapists were interviewed
to provide information on early intervention strategies they used. Observation schedules
were used to collect qualitative data from Mothers to Toddler’s programmes, Home
Based Schools and Schools. Quasi-statistical approach was used to analyse both
statistical and descriptive data. The research found that mothers who identified their
children early and took part in early intervention had significant reduction in the
symptoms of autism in their children. Children who were identified very late and those
whose mothers did not take part in interventions did not register significant reduction in
the symptoms of autism. The research found that some mothers identified children with
autism as early as two years while others were identified as late as thirteen years. The
study concluded that parents, teachers and therapist should work together in early
identification and intervention of children with autism and those at risk. Intensive early
intervention was found to yield better results and should be recommended. The study
recommended that the training curriculum for teachers and therapists should include early
identification and intervention to make it easy for them to identify children with autism in
early years. It further recommended that awareness campaign should be carried out to
equip parents with information on early identification and intervention so that they can
actively participate in the process.
Description
A thesis submitted to the school of humanities and social sciences in fulfillment of the requirements for the award of Degree of Doctor of Philosophy in special needs education of Kenyatta University, June 2016