Teachers’ Involvement in Adapting Learning Environment in Regular Primary Schools in Siaya County, Kenya
Journal Title: Scholars Journal of Arts, Humanities and Social Sciences - Year 2017, Vol 5, Issue 4
Abstract
Abstract: Inclusive education is a process that involves the transformation of regular schools to become inclusive in nature. One of the indicators for an inclusive learning environment is curriculum differentiation which is a strategy to address the diverse learning needs of the learners. National special needs education policy framework, 2009 emphasizes the promotion of quality, relevant and holistic education in all learning institutions for learners with special needs. This is to uphold the principle of learner – centered curriculum and responsive learning systems and materials. This can be realized when teachers are involved in curriculum differentiation to ensure that learning tasks are commensurate to the needs of every learner to enhance their effective participation in the learning activities. Studies have however, established that few regular schools (10(1.57%)) in Siaya County adapt teaching and learning strategies and even learning resources during instruction to address learners diverse needs. This is despite the fact that teachers with inclusive education training background are present in such schools. The purpose of this study was to determine teachers’ involvement in adapting the learning environment to respond to the diverse learning needs of the learners. The objectives of the study were to:- determine teachers’ involvement in adaptation of the classroom physical environment to suit the needs of all the learners, establish teachers’ involvement in adaptation of teaching strategies and establish teachers’ involvement in adaptation of learning strategies to address the needs of learners with diverse learning needs. Descriptive survey research designs was used for the study. The population comprised 216 teachers and 72 head teachers. Out of which 10% were used for piloting. Saturated sampling technique was employed to select 194 teachers and 65 head teachers for the study. Instruments for data collection included Questionnaires, Interview Schedule, Observation Guide and Document Analysis. Content and Face validity of the instruments were determined by experts in the school of education and their comments and recommendations were used to determine the validity of the instruments. Reliability of the instruments was established through test re-test method and correlation coefficients of 0.76 and 0.78 were obtained for teachers and head teachers respectively. Quantitative data was analyzed using descriptive and inferential statistics while qualitative data was transcribed and categorized into emergent themes. The results on adaptation of classroom physical environment show that 88(45.4%) teachers adapted the classroom physical environment by removing distracters in the classroom; 69(35.6%) teachers provided preferential sitting position in the class for learners with special educational needs and 57(29.4%) teachers demarcates learning environment into specific activity areas. Adapted strategies that were often used included team teaching and task analysis. The overall results indicated that teachers rarely adapted teaching strategies during classroom instruction as evident by a mean of 2.04. The overall mean (M=1.69) of adaption of learning strategies shows that teachers very rarely adapted learning strategies. Study concludes that although teachers adapted the classroom physical environment by removing distracters and providing preferential sitting position for learners with special needs, however other areas such as creation of space and organizing the appropriate seating arrangement was very rarely done. There was also under utilization of adaptation of teaching strategies in schools hence teaching majorly was still done in the traditional manner. Adaptation of learning strategies was equally inadequate. Apart from more time and peer support, not much adaptation had been done. Study recommends that more teachers need to adapt their teaching and learning strategies during classroom instruction. They also need to develop individualized education programme to address the learning challenges experienced by learners with diverse needs. Keywords: Inclusive education, teachers, learning tasks, learning activities.
Authors and Affiliations
Odeny Michel O. Lumumba, Adoyo Peter Oracha, Odeck Aloyce Ayungo
Keywords
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