Influence of Teaching Methods and Learning Resources on the Acquisition of Adaptive Skills among Learners with Moderate Intellectual Disability in Special Units in Murang’a County
- November 29, 2019
- Posted by: RSIS
- Categories: Education, IJRSI
International Journal of Research and Scientific Innovation (IJRSI) | Volume VI, Issue XI, November 2019 | ISSN 2321–2705
Irene Dorcas N. Kabutha, Dr. Jessina Muthee, Prof. Geoffrey Karugu
Kenyatta University, Kenya
Abstract: – The main aim of this study was to examine the influence of teaching methods and learning resources on the acquisition of adaptive skills among learners with moderate intellectual disability in special units, Murang’a County. The research adopted a descriptive survey. The study applied a mixed methods design. The target population was 51 teachers from 17 special units in Mathioya Sub-county in Muranga County. The sample size was 15 primary school head teachers and 30 teachers in the special units. A total of 45 respondents were purposively selected to participate in the study. The instruments of the research were questionnaires for both primary school head teachers and teachers in special units for intellectual challenged learners, interview schedules, observation checklist. A pilot study was conducted in a special unit at Njumbi primary school in Mathioya Sub-county which was not included in the final study. Test-retest was used to estimate reliability of questionnaires. Validity of the instruments was determined by a team of three experts in the Department of Special Needs of Kenyatta University. Both qualitative and quantitative data were collected. Quantitative data was edited, labeled, categorized based on research objectives, entered into a computer and analyzed using SPSS version 21.0. The data was presented using descriptive statistics in form of percentages and frequency tables. The findings revealed that majority of teachers in the special units majorly used question and answer method to impart adaptive skills among children with moderate intellectual disabilities. The study findings further showed that head teachers were not able to appropriately identify and select materials for acquisition of adaptive skills among the children with intellectual disability. Lack of the suitable materials made learners with ID remain dependent to their guardians. The study concluded that most teachers did not apply the correct methods for teaching adaptive skills to learners with ID. The study recommended that schools with special units should be headed by teachers who are trained in mental retardation and have knowledge and skills. The government, through the Ministry Education, should purchase enough materials suitable for teaching/learning of learners with special needs.
Keywords: Teaching Methods, Learning Resources, Intellectual Disability (ID), Acquisition, Adaptive Skills
