TEACHERS’ PREPAREDNES IN IDENTIFICATION OF APPROPRIATE INSTRUCTIONAL STRATEGIES FOR USE WITH SPECIAL NEEDS PUPILS IN REGULAR PRE-SCHOOLS IN THARAKA-NITHI COUNTY, KENYA

Authors

  • Doris Gatuura Festus Department of Education and Resource Development Tharaka University College, Kenya
  • W. Juliet Mugo Department of Early Childhood Education/ Special Needs Education, Kenyatta University, Kenya

DOI:

https://doi.org/10.46827/ejes.v7i11.3430

Keywords:

instructional strategies, Special Needs Education (SNE), educational requirements

Abstract

Children with special needs are found in all ages and class levels within the school system. What is of concern is their school performance most of which is below average since they have some difficulties that affect their learning. Use of appropriate instructional strategies by special needs education (SNE) teachers, ensure that such children are actively engaged in meaningful and challenging learning activities that meet their educational needs by use of appropriate instructional strategies. The main objective of this research paper is thus to present findings of a study conducted on the preparedness of teachers with regard to competence to identify appropriate instructional strategies for use with special needs pupils in regular pre-schools in Tharaka South Sub-county of Tharaka-Nithi County, Kenya in order to enhance their learning. Gardner’s Theory of Multiple Intelligences was employed to guide the descriptive research study, using the survey oriented. Data were obtained from 31 (30%) regular pre-schools that were randomly sampled from 102 pre-schools and a similar number of pre-school teachers, purposively sampled. using questionnaires for teachers, as well as observation guide. Analysis of data was done both qualitatively and quantitatively. The findings of the study revealed that extra assignments and exercises were the instructional strategies majorly used by teachers (100%), self-pacing (64%), adapting curriculum (22%), remedial classes (53%), repetition of content (67%), and peer tutoring (95%). Chi square test further revealed a significant relationship (X² (4, N=31) =21.47, p<0.80) between teachers’ preparedness in competence to identify appropriate instructional strategies for use with special needs learners. A blend of these strategies has been advocated for by special education scholars for meeting the educational needs of this category of learners. However, to attain maximum gains for these learners, the study recommended that pre-school teachers needed to enroll for higher levels of training in order to have a wide knowledge on the trending changes on instructional strategies in special needs education.

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Published

2020-11-18

Issue

Vol. 7 No. 11 (2020)

Section

Articles

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