DETERMINING THE INFLUENCE OF PLAY STRATEGY ON ACADEMIC SKILLS FOR PUPILS WITH AUTISM SPECTRUM DISORDERS IN SPECIAL SCHOOLS IN EMBU COUNTY, KENYA

Forfattere

  • Muli Christine Kaki Master’s Student, School of Education, Department of Special Needs Education, Kenyatta University, Nairobi, Kenya
  • Joyce Ogogo Lecturer, Dr., Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya

DOI:

https://doi.org/10.46827/ejse.v12i7.6987

Nøgleord:

academic skills, autism, autism spectrum disorder, peer-buddy approach, play activities, special schools

Resumé

Autism Spectrum Disorder (ASD) is a neurodevelopmental impairment that affects speech and behaviour, often beginning in the preschool years and lasting across a person's life. However, there is little empirical data on the efficacy and practical application of these tactics in special schools in Kenya, and especially in Embu County. The purpose of this study was to determine the influence of play strategy on academic skills for pupils with ASD in selected primary schools in Embu County, Kenya. This study was guided by Albert Bandura's observational learning theory. The present research employed a descriptive survey design. This study targeted a total population of 267 participants comprising 205 learners, 20 head teachers, 234 teachers, 5 Curriculum Support Officers in Charge of Special Needs Education (CSO-SNE), and 100 parents from 20 public primary schools and special schools. The sample size comprised a total of 124 participants comprising 26 learners, 20 head teachers, 63 teachers, 5 CSOs-SNE, and 10 parents from 20 public primary schools and special schools. This study used questionnaires, observation checklists and interview schedules to collect data. A pilot study was done in one of the special schools in Embu County to enhance the validity and reliability of the research tools. Cronbach's alpha was calculated for the two test-retest scores. Quantitative data were descriptively analyzed using the Statistical Package for Social Sciences (SPSS). The analyzed quantitative data were presented using tables, figures, and charts. Thematic analysis was used to identify patterns and themes in qualitative replies based on the interview schedules. Findings revealed that behaviour-modelling strategies were widely available, with more than two-thirds of teachers reporting access to them in their schools, indicating substantial institutional recognition of their importance. Teachers expressed strong agreement that behaviour modelling improves self-efficacy, communication, teamwork, academic engagement, and reduces disruptive behaviours. The study concluded that behaviour modeling and play strategies are valuable, evidence-based approaches for enhancing academic skills among pupils with ASD in Embu County. Behaviour modeling fosters self-efficacy, communication, and academic engagement by providing learners with structured, observable examples to emulate. Play strategies, on the other hand, encourage engagement, creativity, problem-solving, fine-motor development, and pre-academic learning through interactive, hands-on experiences. The study recommended that peer buddy training programs should be instituted by the Ministry of Education and County Education Offices to help students with autism spectrum disorder (ASD) and their typically developing classmates learn strategies for positive reinforcement, effective communication, and the progressive development of independence.

Forfatterbiografier

  • Muli Christine Kaki, Master’s Student, School of Education, Department of Special Needs Education, Kenyatta University, Nairobi, Kenya

    Muli Christine Kaki is a highly experienced and dedicated Special Needs Educator with a strong professional commitment to inclusive learning and the advancement of education for learners with special needs, particularly those with Autism Spectrum Disorder. She brings extensive experience across higher education, special schools, and educational leadership, with a proven record of excellence in teaching, administration, curriculum development, and advocacy for inclusive education. Her academic and research interests include Autism Spectrum Disorders, inclusive education practices, hearing impairment and deaf education, numeracy and literacy skills acquisition among learners with special needs, learner–teacher interaction processes, curriculum design and implementation and teacher professional development in special needs education.

  • Joyce Ogogo, Lecturer, Dr., Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya

    Joyce Achieng Ogogo (PhD) is a Lecturer in the Department of Early Childhood & Special Needs Education (Autism Spectrum Disorders), Kenyatta University (Nairobi, Kenya). Her areas of specialization are: autism and developmental disabilities (ADD); inclusive education; assessment; intellectual disabilities & emotional and behaviour disorders; general education and contemporary issues. Her research interests are: Autism Spectrum Disorders, Intellectual Disabilities, and Emotional and Behavioural Disorders; BCBA Specialist; Inclusive Education; General Education and Contemporary Issues. Dr. Ogogo holds a Doctor of Philosophy (Special Needs Education – Autism Spectrum Disorders) from Kenyatta University, Kenya; M.ED (Special Needs Education - Autism) from The University of Texas at Austin, U.S.A, and B.Ed (Special Needs Education) from Kenyatta University. Self-Drive: Team Player; works with minimal supervision; obedient and humble; social justice crusader and advocate in disability inclusion.

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Publiceret

2026-09-07

Nummer

Årg. 12 Nr. 7 (2026)

Sektion

Articles

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