Learners with cerebral palsy experience motor and communication challenges as a result of their condition. As

children with cerebral palsy grow into adults, these difficulties persist. The study aimed to analyze how teaching

strategies employed by educators influence the academic achievement of learners with cerebral palsy at Joyland

Special Primary School for the Physically Disabled in Kisumu County, Kenya. A case study approach was

including frequencies, tables, and percentages. Thematic and content analysis were utilized to examine the

qualitative data. The results uncovered that teachers tended to use strategies they found most convenient, often

due to their heavy workload. Learners with cerebral palsy experienced physical strain when participating in

subjects like mathematics and sciences, which required manipulation of apparatus and experiments.

Consequently, they showed a preference for activities related to daily living and social studies. Subjects such as

Kiswahili and English were less favored, partly because some learners faced communication difficulties. Based

on these findings, the researcher recommends that the Teachers Service Commission urgently assign more

qualified teachers capable of supporting learners with cerebral palsy at Joyland School; conduct ongoing in-

service training for teachers in this field; incorporate cerebral palsy-related content into special needs education

(SNE) teacher training curricula; redesign classrooms to better accommodate learners with cerebral palsy; and

caused by brain damage brought on by illness, trauma, or abnormal development prior to, during, or in the very

early stages of a child's life. The damaged body parts become harder to move and use as a result (Hewett, 2016).

Hallahan and Kauffman (2015) define cerebral palsy as a disorder caused by brain damage that manifests as

weakness, lack of motion, incoordination, or other motor dysfunction. The severity of cerebral palsy varies from

mild to profound or severe, with cases and symptoms ranging from mild enough to be difficult to identify to so

severe that the person is completely weakened. There are many different types of children with CP. Some people

have mild CP, some have moderate CP, and yet others have severe CP.

There are about two cases of cerebral palsy for every 1000 live births worldwide. According to the 2018

Surveillance of Cerebral Palsy in Europe (SCPE) study, the frequency is lower in women than in men.

Approximately 10,000 newborns and 1200–1500 preschool-aged children in the US are diagnosed with cerebral

so that they might contribute to society and become trustworthy allies. The goal is to help each child achieve an

acceptable level of independence. The report also emphasizes equity in learning objectives, by advocating for

all children to pursue the same educational aspirations.

According to Brennan (2012), children with exceptionally severe learning difficulties, such as some students

with severe cerebral palsy, will only reach the main point through small, well-planned, and consistently built-up

increments. What is attained should be evaluated in terms of the individual learner, which may not always be

the case. Because they will succeed to some extent and eventually become independent, it is crucial that students

with CP receive proper instruction in the classroom.

Studying professional handling of learners with CP and the role of conducive environment respectively, Brennan,

2012 and Morley & Woodland, (2009) underscored the need to have professional teachers attending to learners

disabilities in mainstream schools "units" in England and Wales were reported to indicate that many students

were not progressing intellectually. If integration had been a top priority for the special and regular staff and

more consideration had been given to how this could be accomplished from the planning stage onwards, a far

higher percentage of the unit learners would have performed better if they had spent substantially more time

with their classmates.

In another study, Morley and Woodland (2009) investigated the impact of a favourable environment on cognitive

development in slum children from the Cali society in Columbia. The research results were contrasted with the

circumstances of Cali society's affluent offspring. The study established that Cali slum children who received

proper nutrition, medical attention, and an engaging environment grew and developed intellectually in a manner

comparable to that of the wealthy. Morley and Woodland came to the conclusion that a child needs a stimulating

and families impacted by cerebral palsy. When this happens, interventionists can encourage more family

flexibility and assist kids in better meeting their family's requirements. Additionally, the definition of cerebral

palsy must reflect the person's environment.

Teachers educating learners with SNE face numerous constraints during their day-to-day work. These constraints

may be similar or vary depending on the type of SN cases they deal with. A research by Lindsay et al. (2013)

findings. Their study was qualitative and purposively sampled 13 educators who were experienced in teaching

learners with ASD. The respondents were drawn from two cities Canada and Ontario. Using in-depth interviews,

teachers were requested to highlight constraints they faced. Teachers noted that they faced difficulties when

applying best practices of inclusion. This was because learners had constraints in comprehending and instructors

had constraints in managing behaviour of students with ASD so as to develop social and communicational skills

environment due to a lack of knowledge and/or familiarity among educators, parents, and students. One of the

biggest obstacles to creating an inclusive atmosphere has been identified as parents' lack of involvement in their

children's education.

Three of the thirteen speech therapists in the East African region are located in Kenya (East African Speech

Therapy Conference, 2008). According to the previously published statistics, the number of physiotherapists and

speech therapists is insufficient to manage the enormous number of kids with cerebral palsy. None of the

aforementioned physiotherapists work in educational institutions that serve students with cerebral palsy.

Mwendwa (2010) in her research established that Kenya lacked speech therapists. There were poor rehabilitation

services offered in the country. The provision of educational and health services was offered only in Nairobi by

Cerebral Palsy Society of Kenya (CPSK). CPSK had only two physiotherapists and three occupational therapists

and implementation of such findings is still lacking.

Elsewhere, Kamau (2015) established that those schools that have learners with CP, especially in Kiambu

county, experienced financial constraints in running the schools. Government grants were insufficient.

Instructional materials like books, adaptive devices and materials, and computers were not adequate. Teachers

had 35 minute lessons in which they could not teach the class as well as help individual learners with CP. Poor

handwriting and learner differences make it difficult in composition marking and syllabus completion for

The Kenya population and housing census, (2019) report shows that 1.92(43.4%) million people living with

disability are children aged between 0-14years. 0.93 (21.0%) million people are in the age bracket of 15-24

years, (13.5%) million people are in the age bracket of 24-34 years, 0.68 (15.4%) million people are in the age

bracket of 35-54 years while those in the age bracket of above 55 years are 0.30(6.7%) million people. This

According to research conducted in Kenya by Mwendwa (2010), Kanana (2015), Ogolla, Wamocho, and Otube

(2018), students with CP continue to perform poorly academically because of issues with the school's human

and material resources. The majority of these students are unlikely to gain fully from education and will continue

to drop out due to poor academic performance if specialised training is not given to them. The majority of

students with CP in integrated schools learnt from their peers, according to Cope and Anderson (2010). Studies

was necessary for learning to take place. However, such studies failed to state if learning was meaningful in the

stated schools.

Reviewed Studies, particularly from the findings emanating from the studies done by Kamau (2015), Lindsay

et.al.(2013), Wilmhurst & Brue (2010) and Mwendwa (2010), showed that, teachers who educate learners with

CP faced constraints that included insufficient government grants, inadequate instructional materials such as

difficult.

Although there are studies on students with cerebral palsy in Kenya, previous scholars evaluated and carried out

investigations in Nairobi and Kiambu. Certain instructional restrictions like teachers' professional credentials,

availability to teaching materials, and the teaching tactics employed and their impact on students' academic

achievement, have not been thoroughly examined in prior study. The study was done in Kenya's Kisumu County.

Its main objective was to evaluate the effects of these instructional constraints on the academic performance of

pupils with cerebral palsy at Joyland Special Primary School for the Physically Disabled in Kisumu County.

academic performance need researching. Because it elicited opinions, information, and justifications regarding

the instructional limitations affecting the academic attainment of learners with cerebral palsy at Joyland Special

Primary School for the Physically Disabled, Kisumu County, Kenya, the quality of the case study design was

appropriate.

Joyland Special Primary School for the Physically Disabled was the site of the study. Since Joyland Special

Primary School was the largest special primary school for students with disabilities in the county and the majority

of its students were CP, this study was carried out there. Additionally, the majority of the county's primary

schools referred students with disabilities to the school.

The researcher used questionnaires; interview guides, focus group discussion, observation schedule and

researcher had obtained from relevant authorities. Respondents were given guarantees that the data they

submitted would be kept confidential and used exclusively for the study. During the study, photos of students

composed of a heterogeneous group of students who all seemed to be at different levels of learning.

learners with cerebral palsy. Through direct observation, the researcher witnessed demonstration, look and say

method and total communication methods being used in the CP class. Teachers preferred these methods as they

found them effective. Instead of being learner-centred, these approaches were more teacher-centered. The

research's outcomes were comparable to those of Kanana's (2015) study, "Instructional Constraints Facing

the broad experience of teaching (Cook & Cook, 2011). This incorporates using interventions for facilitating the

learning of scholarly abilities like reading, composing, and arithmetic, just as the more extensive communication,

social, and professional abilities vital for independent living. It additionally incorporates utilizing interventions

Special Primary School.

Through the interviews, a portion of teachers noted that there was stigma devoted to special education. The

stigma came from other people's viewpoints, especially those of students and co-workers in mainstream

education and society at large. Teachers who are in a school where ordinary students are will want to interact

freely with other teachers and students. These teachers have been isolated, they work for longer hours than other

teachers, and they do not meet or socialize. Teaching learners with CP seems to lack definite working times.

This is a challenge that puts undue pressure on the mental health of the teachers educating learners with CP.

Parents of learners with CP have taken leave of their parental roles and leave teachers to assume their roles as

noted by most of the participants. It was observed that parents gave visiting days a lot of attention but were quick

to bring their children to school when classes started. When schools were closed, some parents chose not to pick

Most parents abandon their children in school, perhaps due to the stigma and frustration the disability has brought

to the family. Some parents may not be aware of what to do with children with CP. That may be why they feel

relieved when schools open and they take their children to school. Parents, instructors, and employees at CPSK

for the parents as it requires more time.

before they were referred to the school. Most referral cases were from ordinary schools or schools with special

units. Teachers had the responsibility to ensure that every learner receives all the necessary help they need. This

had burdened the teacher who had to assume the role of the nurse and physiotherapist every time as opposed to

her trained role of teaching.

The research aimed to explore how instructional limitations affected the academic achievement of students with

cerebral palsy at Joyland Special Primary School for the Physically Disabled in Kisumu County, Kenya. The

researcher first provides information on the students with CP's academic achievement. The data presentation

begins with presentation of information on the entry behaviour of learners with CP.

The researcher sought information on the admission of learners at Joyland Special Primary School. This

information would enable the researcher understand the nature of learners who were admitted in the school. The

school admitted both regular learners and learners with disabilities. Regular learners were taught in normal

primary classes. Learners with disabilities were taught in separate classes based on the nature of their disabilities.

vocational and vocational learners were also taught separately. Learners with cerebral palsy admitted directly to

school were subjected to a medical examination as directed by the school. The medical certificate (see appendix

ix) could then qualify some of the applicants for admission. Some learners got admitted through referrals which

were made to the school from time to time (see appendix xiv). Severe cases of CP were not admitted in the

school as the school lacked the ability to handle such cases.

Table 1 presents learners performance in KCPE for the year 2016 and 2017

previous year. Kiswahili recorded a mean of 48.12 in 2017 up from 40.34 in 2016. Mathematics had a mean of

18.24 in 2017 a drop by 1.67 in 2016, Science had a mean of 20.60 being a drop of 7.07 from the previous year.

Social Studies in 2017 had a mean of 40.82 having dropped by 1.38. The results for the two years showed an

overall mean of 31.52 in 2017 and 31.67 in 2016 which was below the average mean of 50%. The performance

in English, Mathematics and Science was poor while the best performed subjects were Kiswahili and Social

Studies with a mean of above 40% in the two consecutive years.

Table 2 presents learners performance in internal examinations

Mathematics (22.54), Science (21.80) and Social Studies (53.12). Based on this performance, Kiswahili and

Social Studies were the subjects that recorded above average performance. English, Mathematics and Science

performed poorly with English deviating by -3.45 from the term1 mean score, Mathematics deviated with -2.43

while Science dropped by 15.80. This performance showed that learners had difficulties in English, Mathematics

and Science subjects.

Table 3 presents data on learner agreement and disagreement on various statements concerning evaluation in the

classroom.

The table indicates that 45(50.0%) of the learners were in agreement that they felt that the work given to then in

the examinations was too much. 12 (13.3%) were undecided while 33(36.7%) disagreed that they felt that the

work given was too much. On being added more time during examinations to complete the given tasks,

54(60.0%) agreed, 23(25.6%) were undecided while 13(14.4%) disagreed. Table 4.4a also presents that

53(58.9%) agreed that teachers modified the wok they gave them in case a learner was unable to do it, 5 (5.5%)

remained undecided while 32(35, 6%) of the respondents disagreed. As to whether the teachers asked them a lot

of questions in class, 61(67.7%) agreed, 7(7.8%) were undecided while 12(13.3%) disagreed.

The outcomes from table showed that most learners 45 (50.0%) believed that the work given to them was too

the class, majority of the respondents 61(67.9%) agreed. This implied that the need to keep learners engaged in