Muhoro, Stephen Gachoka2017-02-202017-02-202015-10http://ir-library.ku.ac.ke/handle/123456789/15402A research thesis submitted in partial fulfillment for the degree of master of education (special needs education) in the school of Education of Kenyatta University. October,2015The study sought to make an inquiry of instructional strategies used by teachers to enhance. academic performance among learners with EBD in primary schools, Kandara Sub-county, Kenya. A descriptive survey design was used for the study in regular primary schools in Kandara Sub-county Kenya. The target population included the head teachers, Teacher cousellors and class six teachers. The sample size constituted 15 headteachers 15 teachers counsellors, 15 class teachers to make a total of 45 subjects from the target population of266 persons. Interview guide, questionnaire and a checklist were used to collect data from the subjects. Observation schedules were also used to establish teaching and learning resources that teachers used. Pilot study was done in Ngurwe-ini Primary school to help determine validity and reliability of the instruments. Data were analyzed using description statistics where the mean, standard deviation, percentages and frequency distribution were used to describe the variables using the statistical package for social sciences (SPSS) version 21. The study findings revealed that; instructional strategies enhanced learning. Also, behavior characteristics hinder learning among learners with EBD. Majority of the teachers interviewed had O-Level certificate as their highest academic level, few had diploma and degrees. Most schools use textbooks as a major resource and ICT has not been integrated. The study recommended that schools should embrace use of ICT as an instructional strategy when teaching learners with EBD.enThesis