Instructional strategies in teaching literacy skills to learners with cerebral palsy : a case study for special classes in Kenya

Abstract

multiple-case study examined the teaching of literacy skills to pupils with Cerebral Palsy (CP) in special schools in Kenya. Cerebral palsy refers to paralysis of the brain and mainly affects muscle tone, which interferes with voluntary movement and delays in gross and fine motor development. These children are extremely a heterogeneous group and have functional abilities that vary given the unique differences in their conditions, abilities and needs. Characteristics of these children include paralyzed speech muscles and uncoordinated movements. The study focused on pupils experiencing functional motor limitations involving speech and hand use. These pupils have varying degrees of challenges in terms of their learning ability that calls for variations in instructional strategies aimed at addressing their individual needs. The study examined instructional strategies used by teachers and how those strategies are individualized and adapted to suit the special needs of each learner. The study used four teachers and used four classes with physical disabilities but specifically those with CP. Four teachers participated in the study and each teacher was a case. The study used observation method. The finding of this study has indicated that the number of pupils in a class affects and determines instructional strategy used by the teacher. It also revealed that teachers of learners used verbal and non-verbal approaches and applied different or a combination of instructional approaches to address the individual needs of each learner. The study further revealed that most teachers of children with CP individualised their instructional strategy. The study recommends that the government should consider reducing the number of learners in a class particularly those with cerebral palsy and that the training of teachers dealing with CP children should emphasize diversity of learners.