Availability of Instructional Resources in Enhancing Social Skills of Learners with Mild Intellectual Disability in Primary Schools’ Units in Siaya County

The purpose of this study was to assess availability of instructional resources in enhancing the social skills of learners with mild intellectual disabilities in Primary Schools’ units in Siaya County. Most learners with mild ID lack social skills, this is exhibited by challenges they face in the community. The study was premised on Vygotsky’s social development theory in its theoretical framework. In the study a mixed method approach with a focus on both qualitative and quantitative aspects was employed. The sample size constituted 10% of 24 schools, the total population of schools serving learners with mild intellectual disability. A total of 189 respondents from the research location made up the target population of the study comprised of (137) learners with intellectual disabilities who participated in the study, (12) head teachers were interviewed, 12 deputy headteachers and 29 teachers who completed the questionnaires. The researcher used purposive random sampling to select special units in public primary schools for learners with ID to take part in the study. The main research instruments, which were used, included open-ended questionnaires, interview guides and observation checklists. Validity was ensured through expert consultation from supervisors. Triangulation, piloting and test retest was adopted to increase reliability of qualitative data. After two weeks, the researcher picked up the completed surveys that were given to target schools. In Siaya county, one special unit for learners with intellectual disabilities served as the pilot site. Qualitative data collected was analyzed thematically and presented in narrative form quantitative data was analyzed by use of computer program, the statistical package for social science (SPSS) software version 22 data was presented using descriptive statistic and presented in tables, graphs and charts. Quantitative data was gathered and analyzed thematically and given in a narrative form. From the study findings, it was indicated that the teachers were equipped with knowledge to teach social skills to learners with mild intellectual disability The study established that there is need for the availability of instructional resources to maintain learners’ attention, enhanced home practice by learners, increase the frequency of trainings, involve parents and significant others in the training programs, and recommends investment in adaptive technologies, improved teacher training, and partnerships between schools, NGOs, and government agencies.

Instructional Resources, Social Skills, Mild Intellectual Disability

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