Mwangi, Jane Wairimu (2009) Special Educators' Use of Selected Instructional Strategies in Physical Education in Special Units in Public Primary Schools in Nairobi Province. Masters thesis, Kenyatta University.
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PDF (Special Educators' Use of Selected Instructional Strategies in Physical Education in Special Units in Public Primary Schools in Nairobi Province)
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Abstract
The extent of effectiveness of special education teachers' use of appropriate instructional strategies has been an issue of concern .Any ineffective use of the recommended instructional strategies can discourage learners with a disability from full participation in physical education. Results from various studies have shown that regular curriculum objectives are difficult to interpret for learners with a mental, disability. It was in view of this background that the study was conducted to investigate the special education teachers' use of selected instructional strategies in physical education. The commonly recommended strategies in special education curriculum include: assessment, consultation with a multi-disciplinary team, individualized instruction, content modification and adaptations, behavior management, remedial teaching and peer tutoring. The study was conducted in 22 special units established in the public primary schools in Nairobi province. The sample size of the study constituted 86(75%) respondents of the 115 special education teachers deployed by the TSC in these units after attaining some special education training. The study used descriptive survey design. Questionnaires prepared on the basis of the commonly recommended instructional strategies were utilized. Data collected from the research instruments was analyzed using the Statistical Package for Social Sciences (SPSS) and responses to each questionnaire items presented in frequency distributions. Critical values for Chi- Square test were used to determine significant relationship between special education teachers' use of selected instructional strategies and: level of professional qualification, experience, number of learners in a class, number of lessons in the regular class and locality of the school at a level of significance of 0.05. Results showed that majority of the special education teachers were female (67; 80.7%). A larger proportion of the special educators had taught for a period of more than a year (75; 84.3%), which was considered sufficient experience and this positively influenced the special educators successful use of selected instructional strategies. All respondents had varied form of special needs training. The level of education had an influence in effective content modification, behavior management and consultation. Those with lower levels of professional qualifications either infrequently or sometimes used the instructional strategies. The locality of school whether slums or suburb did not have a negative effect on special educators' use of instructional strategies. Most of the special education teachers, 58(69.9%) did not have lessons in the regular class this did not negatively affect use of instructional strategies. Majority of the special education teachers, (50; 60.2%) handled a class of 6 -10 learners. This did not negatively affect the use of instructional strategies but there was ineffective content modification for classes with over 10 learners. However, majority of special educators, (53; 63.9%) revealed that they had insufficient training in adapted physical education. Majority of special education teachers (57; 25.91 %) suggested that they needed refresher courses in APE. The special education teachers cited lack of APE syllabus and APE equipment as the main challenges affecting the effective use of instructional strategies. There is need to reduce gender imbalance in the special units. There is need for head teachers to maintain the recommended number of 3-5 learners per teacher. Special educators with lower qualification need to further their education and Ministry of Basic Education to motivate already experienced teachers to prevent quilting. Policies regarding special needs children should be emphasized in public schools to facilitate the learners with mental impairment to attain their optimal performances PE.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > LC Special aspects of education |
| Divisions: | Africana |
| Depositing User: | Tim Khabala |
| Date Deposited: | 19 Dec 2017 11:13 |
| Last Modified: | 19 Dec 2017 11:13 |
| URI: | http://thesisbank.jhia.ac.ke/id/eprint/3003 |
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