Examination of Head Teachers’ Strategies for Supervising Teaching and Learning Of Adaptive Skills among Learners with Intellectual Disabilities in Meru County, Kenya.

International Journal of Research and Scientific Innovation (IJRSI) | Volume VIII, Issue VI, June 2021 | ISSN 2321–2705

Examination of Head Teachers’ Strategies for Supervising Teaching and Learning Of Adaptive Skills among Learners with Intellectual Disabilities in Meru County, Kenya.

Rosallin Kananu Ruteere¹, Dr. Beatrice Bunyasi Awori², Dr. Francis Kirimi^3
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 eexamine head teachers’ strategies for supervising teaching and learning of adaptive skills by learners with ID 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 the majority of the teachers agreed that their head teachers consult with them rewards them, and involves teachers and learners in school activities. The teachers also asserted that their head teachers regularly visits classrooms, conducts official checks and signs progress as part of the strategies that contribute to learner’s acquisition of adaptive skills. The study concluded that the instructional supervision strategies adopted by the head teachers have a significant influence on the effectiveness of teaching and leaching and learning of adaptive skills among learners with intellectual disabilities. The study recommended that there is need for a policy which stipulates that the teachers in SNE units have the appropriate training to handle children with specific disabilities.

Keywords: Instructional Supervision Strategies, Acquisition, Adaptive Skills, Learners with Intellectual Disabilities

1.0 INTRODUCTION

The global idea of positive change through education is not new. Acquisition of knowledge and skills by learners with Intellectual Disability was proved possible by Itard more than 200 years ago when he worked with a boy called Victor who was believed to have Intellectual Disability. Itard applied an ‘intensive systematic approach’ to Victor who responded positively (Heward, 2006). The United Nations General Assembly adopted the Universal Declaration of Human Rights in 1948 increased the attention of educational privileges for persons with disabilities, those with ID included. Today, supervision involves dialogue between a supervisor and a supervisee with an intention of improving instruction (Zependa, 2016). Bhatnagar & Aggarwal (2006) gave functions of supervision as: providing expert technical assistance,

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