| dc.description.abstract | Children with special needs are found in all ages and class levels within the school
system. What is of concern is their school performance most of which is below average
since they have some difficulties that affect their learning. Use of appropriate
instructional strategies by special needs education (SNE) teachers, ensure that such
children are actively engaged in meaningful and challenging learning activities that meet
their educational needs by use of appropriate instructional strategies. The main objective
of this research paper is thus to present findings of a study conducted on the
preparedness of teachers with regard to competence to identify appropriate instructional
strategies for use with special needs pupils in regular pre-schools in Tharaka South Subcounty of Tharaka-Nithi County, Kenya in order to enhance their learning. Gardner’s
Theory of Multiple Intelligences was employed to guide the descriptive research study,
using the survey oriented. Data were obtained from 31 (30%) regular pre-schools that
were randomly sampled from 102 pre-schools and a similar number of pre-school
teachers, purposively sampled. using questionnaires for teachers, as well as observation
guide. Analysis of data was done both qualitatively and quantitatively. The findings of
the study revealed that extra assignments and exercises were the instructional strategies
majorly used by teachers (100%), self-pacing (64%), adapting curriculum (22%), remedial
classes (53%), repetition of content (67%), and peer tutoring (95%). Chi square test further
revealed a significant relationship (X² (4, N=31) =21.47, p<0.80) between teachers’
preparedness in competence to identify appropriate instructional strategies for use with special needs learners. A blend of these strategies has been advocated for by special
education scholars for meeting the educational needs of this category of learners.
However, to attain maximum gains for these learners, the study recommended that preschool teachers needed to enroll for higher levels of training in order to have a wide
knowledge on the trending changes on instructional strategies in special needs education. | en_US |
