Play Activities for Enhancing Social Interactions of Children with Autism Spectrum Disorders in Public Primary Schools in Migori County – Kenya

International Journal of Research and Innovation in Social Science (IJRISS) | Volume II, Issue IX, September 2018 | ISSN 2454–6186

Play Activities for Enhancing Social Interactions of Children with Autism Spectrum Disorders in Public Primary Schools in Migori County – Kenya

Joyce A. Ogogo¹, Geoffrey K. Karugu², Joel M. C. Wa Munyi³

Department of Special Needs Education, Kenyatta University, P.O. Box 43844-00100, Nairobi, Kenya.

Abstract: – A fundamental feature of social life is social interaction, or the ways in which people act with other people and react to how other people are acting, which is a deficit in learners with Autism Spectrum Disorders. The study sought to establish play activities for enhancing social interactions of children with Autism in Migori County. This study used Observational Learning Theory, which states that children with special needs can learn desired behaviors from their peers through observation and social interactions. The study adopted a descriptive survey design to establish play activities in enhancing social interactions of children with Autism. The study was carried out in public primary schools attended by children with Autism Spectrum Disorders in Migori County, Kenya. The sampling techniques used in this study were stratified random sampling and purposive sampling. The sample size constituted 30% of 37 schools, 10 head teachers, and 37 assistant teachers. Thirty-four children with Autism and 64 typically developing peers also participated in this study. Five Educational Assessment and Resource Centre coordinators from each Sub-County education office in Migori County and 5 parents of children with Autism also participated in the study. Mixed method was used to gather data. Both primary and secondary data was collected through semi- structured questionnaires and review of literature, respectively. The research instruments used were questionnaires, interview schedule, Focus Group Discussion, and observation checklists. The data collected was analyzed using both descriptive and inferential statistics. The main techniques used to analyze the data were Predictive Analysis Software (PASW) formerly Statistical Package for the Social Sciences (SPSS) software version 22, Chi-Square and regression model. The major findings of this study were that play activities enhanced social interactions of children with Autism Spectrum Disorders. This study recommended that: Ministry of Education should develop programmes to ensure retention of children with Autism in public primary schools and initiate a competence-based curriculum that allows children with Autism to learn at their own pace and interest; parents of children with Autism should be trained on play activities to use with their children to enhance social interactions at home; the findings of this study should inform active formulation of policies and legislation relevant to the plight of children with Autism; Teacher Training Institutions should incorporate in their curriculum play activities enhancing social interactions in children with Autism to promote inclusion. Further research should be carried out in all counties in Kenya on play activities enhancing social interactions in children with Autism. In addition, further research should consider other areas of functioning in children with Autism. A similar study should be conducted in special schools serving children with Autism in Kenya.

Key words: Autism Spectrum Disorder, social interactions, play activities, children with autism, typically developing peers

Read More