Inclusive Instructional Practices Influencing Competency-Based Curriculum Implementation For Early Years Learners with Disabilities in Primary Schools, Nairobi City County, Kenya

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dc.contributor.advisorBeatrice Bunyasi Aworien_US
dc.contributor.advisorRachel W. Kamau-Kang’etheen_US
dc.contributor.authorOtieno, Owino Clifford
dc.date.accessioned2023-08-04T09:29:32Z
dc.date.available2023-08-04T09:29:32Z
dc.date.issued2023
dc.descriptionThesisen_US
dc.description.abstractInclusive education is fast taking centre stage in most educational programmes globally. It is therefore incumbent for all curricula and educational programs changes and implementation to take cognizant of this fact. This study focused on the inclusive instructional practices influencing inclusion of Early Years Learners with disabilities in the implementation of the competency-based curriculum (CBC) among primary schools. The study was to investigate the influence of inclusive instructional practices on CBC implementation for early years learners with disabilities who were learning in regular primary schools in Nairobi City County Kenya. The objectives of the study were to; establish an association between teachers’ training in SNE and their implementation of CBC for EYL with disabilities in primary schools; determine the association between instructional methods adaptation and CBC implementation for EYL with disabilities in primary schools; determine the instructional material resources adaptation and CBC implementation for EYL with disabilities in primary schools and to analyse the assessment strategies adaptation and CBC implementation for EYL 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. A concurrent embedded design based on the mixed-method approach was employed. The study location was Nairobi City County, Kenya. A target population of 657 participants was used with a sample of 16 head teachers, 48 teachers, and 2 Educational Officers. Stratified, random sampling and purposive techniques were employed to select the locale and the study sample respectively. Questionnaires, check-list and interview schedule were employed to collect data. Piloting was done in one school with a special unit and helped test the efficacy of the instruments. Cronbach's alpha coefficient of r>=.75 was deemed fit for reliability. Data were analysed using descriptive and inferential statistics. Statistical Package for Social Sciences version 22 was used. Research hypotheses were tested using chi-square (X2) at at a significant level of α ≤ .05. Findings of this study revealed that neither teachers with high nor low levels of training in SNE had significant association with the level of implementation of CBC with the learners with disabilities in the regular class and that teachers with a high mean score on instructional methods adaptation for learners with disabilities also had high mean scores on CBC implementation in regular class. Teachers with high mean scores on instructional material methods adaptation also had high mean scores on CBC implementation for learners with disabilities in regular class and that teachers with high mean scores on assessment strategies adaptation also had high mean scores on CBC implementation for learners with disabilities in a regular class. It was concluded therefore that majority of the teachers were not trained in SNE for the adaptation and implementation of CBC for the learners with disabilities. Further, Schools still did not employ alternative instructional methods for adaptation and implementation of CBC for learners with disabilities and lacked alternative instructional material resources for adaptation and implementation of CBC for early years learners with disabilities. Finally it was revealed that schools did not employ alternative assessment strategies for adaptation and implementation of Competency-Based Curriculum for early years learners with disabilities. The study recommended the need for mass training of early years primary school grade teachers in Special Needs Education to enable them employ appropriate instructional and inclusive of learners with disabilities in implementation of CBC.en_US
dc.description.sponsorshipKenyatta Universityen_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/26544
dc.language.isoenen_US
dc.publisherKenyatta Universityen_US
dc.subjectInclusiveen_US
dc.subjectInstructionalen_US
dc.subjectPracticesen_US
dc.subjectCompetency-Based Curriculumen_US
dc.subjectImplementationen_US
dc.subjectEarly Yearsen_US
dc.subjectLearnersen_US
dc.subjectDisabilitiesen_US
dc.subjectPrimary Schoolsen_US
dc.subjectNairobi City Countyen_US
dc.subjectKenyaen_US
dc.titleInclusive Instructional Practices Influencing Competency-Based Curriculum Implementation For Early Years Learners with Disabilities in Primary Schools, Nairobi City County, Kenyaen_US
dc.typeThesisen_US
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A Ph. D Research Thesis Submitted In Fulfilment of the Requirements for the Award of Doctor of Philosophy Degree in Education (Early Childhood Studies) of Kenyatta University June, 2023
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PHD-Department of Early Childhood Studies