An Evaluation of Head-Teachers’ Instructional Supervision Experience on Teaching/Learning of Adaptive Skills for Learners with Intellectual Disabilities in Meru County, Kenya
- July 10, 2021
- Posted by: RSIS
- Categories: Education, IJRSI
International Journal of Research and Scientific Innovation (IJRSI) | Volume VIII, Issue VI, June 2021 | ISSN 2321–2705
Rosallin Kananu Ruteere1, Dr. Beatrice Bunyasi Awori2, Dr. Francis Kirimi3
1PhD student, School of Education, Department of Early Childhood and Special Needs Education, Kenyatta University, P.O Box 43844-00100, Nairobi, Kenya
2Lecturer, Department of Early Childhood and Special Needs Education, Kenyatta University P.O Box 43844-00100, Nairobi, Kenya
3Lecturer, Department of Educational Foundations, Kenyatta University P.O Box 43844-00100, Nairobi, Kenya
Abstract: The purpose of this study was to evaluate head-teachers’ instructional supervision experience in the teaching and learning of adaptive skills on learners with intellectual disabilities in Igembe South Sub-county, Kenya. The study used Effective School Theory advanced by Lezotte. A descriptive survey design involving both qualitative and quantitative approaches was used. The target population was 227 respondents (207 learners, 5 head teachers and 15 teachers). Purposive sampling was used to select special schools and units. The sample size was 124 respondents (104 learners, 15 teachers and 5 Head teachers). Data was collected by use of interview guide for head teachers, observational checklist for learners and questionnaire for teachers. Piloting was conducted in Kathelwa Special Unit in Igembe Central Sub-county. Test-retest method was used to determine reliability of the tools and a coefficient level of 0.7 was found adequate to determine reliability of the data collected. Quantitative data was analysed using descriptive statistics and SPSS Version 23.0 while qualitative data was analysed thematically. Data was presented using tables and figures for quantitative data while qualitative data was presented using reported verbatims and narratives. Pertinent ethical considerations were observed in data collection and analysis. The study finding showed that head teachers lacked essential SNE professional qualifications. This hampered effective instructional supervision in the teaching and learning of adaptive skills by learners with ID which has negative implications to acquisition of adaptive skills. The study concluded that head teacher’s low qualification and lack of training in special needs education had a significant effect on the teaching and learning of adaptive skills among learners with intellectual disabilities in Igembe South Sub-County. The study recommended that head teachers of SNE units need to be appropriately trained in order to execute adequate supervision of the teaching and learning of adaptive skills to learners with intellectual disability.
Keywords: Instructional Supervision Experience, Acquisition, Adaptive Skills, Learners with Intellectual Disabilities
