Pedagogical constraints encountered by teachers teaching children with autism spectrrum disorders: a case of Nairobi city primary school, Nairobi County, Kenya
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Date
2013-10-16
Authors
Kariuki, Joan Nyagichuhi
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Abstract
The purpose of the study was to establish pedagogical constraints teachers
encounter when teaching learners with autism. The autism unit at City Primary
School, Nairobi was purposively selected as a case study because it was the first
autism programme established in Kenya to provide multiple intervention
strategies such as dietary intervention, sensory integration and behaviour
modification to teach learners with autism. The study population comprised of 6
teachers, 6 class assistants, 5 non-teaching staff, 8 occupational therapists, head
teacher and the parents' coordinator. The study was guided by The New York
Autism Programme, of Quality Indicators (APQI) model 2001. Primary data were
collected using structured questionnaires, an interview guide and an observation
checklist that was developed by the researcher to corroborate information
obtained in the questionnaires. Pre-testing of the instruments was carried out at
Vanesa Grant Special School, in Nakuru County, which has a unit for children
with autism. Data analyzed were both qualitative and quantitative using
descriptive statistics and inferences made on the various constructs. Data
pertaining to the various profiles were presented and discussed as per the
objectives of the study. Qualitative data were analysed by first converting them to
a write up to create descriptive multidimensional categories. The results of the
study were presented in pie charts, tables of frequency distributions, bar graphs
and percentages. The study revealed that teachers faced constraints in teaching
learners with ASD because of limitations related to teachers' educational level
and type of training, their understanding of Triad of impairments, availability and
use of resources, and due to their limitations in curriculum and instructional
strategies. It was, therefore, recommended that teachers of learners with ASD
should possess competency in the area of ASD; that the government in-service
programmes should be developed from an assessment of training needs and in
collaboration with professionals, from various universities, as well as
international and national experts who can provide research -based methodologies
such as ABA, PECS and TEACCH.
Description
Department of Special Needs Education, 148p. 2013