THE RELATIONSHIP BETWEEN ADAPTED TEACHING STRATEGIES AND THE TEACHING OF FUNCTIONAL SKILLS TO LEARNERS WITH CEREBRAL PALSY IN SPECIAL UNITS IN KILIFI COUNTY, KENYA

Hassan Kalama Fondo, Sarah Obinga-Ogono, Joel Okutoyi

Abstract


Learners with cerebral palsy (CP) often have great difficulty obtaining functional skills necessary for autonomous life. Teaching these functional abilities calls for modified curricula that fit the student's particular requirements. This study looked at how learners with CP in special units in Kilifi County, Kenya's customized teaching methodologies affected their instruction of functional abilities. Using thirty special needs education-trained teachers spread throughout four special units, a correlational study was conducted. Interviews, observation checklists and questionnaires all helped to gather data. Descriptive statistics, Pearson correlation and linear regression analysis were used to examine quantitative data. Qualitative data were thematically examined. Adapted teaching strategies and effective functional skills instruction showed a clear positive connection (r = 0.61, p = 0.01). Teachers using tailored, task-specific, learner-centered approaches saw notable changes in students' self-care, communication, mobility and social engagement. More general acceptance of adaptive techniques was hampered, nevertheless, by restricted professional development opportunities and financial restraints. This study emphasizes the important part adaptive methods play in helping students with CP become independent and provides suggestions for how policy support, teacher preparation and resource allocation could be improved. Concerning global approaches in special needs education, implications are also covered.

 

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adapted teaching strategies, functional skills, cerebral palsy, individualized instruction, inclusive education, special units

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References


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