Strategies Used by Teachers in Instructing Learners and Academic Performance of Learners with Cerebral Palsy at Joyland Special Primary School for the Physically Disabled in Kisumu County, Kenya

Abstract

Learners with cerebral palsy experience motor and communication challenges as a result of their condition. As children with cerebral palsy grow into adults, these difficulties persist. The study aimed to analyze how teaching strategies employed by educators influence the academic achievement of learners with cerebral palsy at Joyland Special Primary School for the Physically Disabled in Kisumu County, Kenya. A case study approach was adopted for this research with a target population of 156. Joyland Special Primary School was specifically chosen since it is the largest school in the area for students with disabilities, the majority of whom have cerebral palsy. One head teacher, thirty-two teachers, and sixty-nine students made up the 102 participants in the study sample. Teachers were given questionnaires, the head teacher was interviewed, and students with cerebral palsy participated in focus group discussions as part of the data collection process. The Statistical Package for the Social Sciences (SPSS) was used to code, analyze, and show quantitative data using descriptive statistics including frequencies, tables, and percentages. Thematic and content analysis were utilized to examine the qualitative data. The results uncovered that teachers tended to use strategies they found most convenient, often due to their heavy workload. Learners with cerebral palsy experienced physical strain when participating in subjects like mathematics and sciences, which required manipulation of apparatus and experiments. Consequently, they showed a preference for activities related to daily living and social studies. Subjects such as Kiswahili and English were less favored, partly because some learners faced communication difficulties. Based on these findings, the researcher recommends that the Teachers Service Commission urgently assign more qualified teachers capable of supporting learners with cerebral palsy at Joyland School; conduct ongoing in-service training for teachers in this field; incorporate cerebral palsy-related content into special needs education (SNE) teacher training curricula; redesign classrooms to better accommodate learners with cerebral palsy; and provide assistive technologies and modern wheelchairs. Additionally, the Ministry of Education should ensure that learners with disabilities are not disadvantaged and that adequate support systems are in place.