INFLUENCE OF TEACHERS INSTRUCTIONAL PRACTICES IN HANDLING LEARNERS WITH DIVERSE NEEDS ON LEARNING AMONG PRE-SCHOOL CHILDREN IN KIAMBU WEST SUB COUNTY, KENYA

Abstract

Learning of preschool children continues to face numerous challenges where learners have registered and continued to register dismal grades in basic numeracy, language and creativity skills. Thus, the study examined the influence of teachers’ instructional practices in handling learners with diverse needs in Kiambu County, Kenya. The objective, of the study was to investigate the influence of teachers’ instructional practices in handling learners with diverse needs. The study adopted mixed methods approach, concurrent triangulation design. Target population comprised of 80 head teachers, 187 preschool teachers and 240 parents’ representatives and 2400 preschool learners all totaling to 2907. Stratified sampling was applied to create five strata based on number of zones. From each zone, two head teachers and 11 preschool teachers were selected using purposive sampling. 4 parents’ representatives and 48 preschool learners were selected using simple random sampling. Questionnaires were used to collect data from preschool teachers and interview schedules were used to collect data from head teachers. Focus group discussion was used to collect data from parents’ representatives and observation checklists were used for collection of data from preschool learners. Qualitative data was analyzed thematically along the objectives and presented in narrative form whereas quantitative data was analyzed descriptively and inferentially using statistical package for social science (SPSS 23) and presented using statistical tables. The study established that preschool teachers with positive attitudes, interests and trained enhance learning in preschools. The study established that preschool teachers who doesn’t engage learners in collaborative activities such as, mixed ability grouping, play, peer teaching, remedial work ,provision of favorable learning environment and engaging parents do not enhance preschool learners’ language skills, numeracy skills and learners’ acquisition of creativity skills. The study recommends that teachers should understand the effectiveness of positive attitudes, interests and training in harnessing learners’ academic, disciplinary and behavioral skills. Keywords: Learners with Diverse needs, instructional practices, Literacy, Numeracy, literacy, creativity