ENHANCING COMPETENCY-BASED EDUCATION LEARNING MATERIALS FOR ACCOMMODATING LEARNERS WITH DISABILITIES IN EARLY CHILDHOOD DEVELOPMENT EDUCATION IN KITUI COUNTY, KENYA
Abstract
This study examined the accessibility of CBE learning materials for accommodating LWD in ECDE. It focused on schools with ECDE and SNUs within Kitui county, specifically in Mwingi West, Mwingi Central, and Kitui West sub-counties. The study was guided by the Universal Design for Learning Theory and adopted a descriptive research design. The target population comprised 94 persons, including 40 ECDE Teachers, 25 Head teachers, 25 SNUs Parent Representatives, 1 County Special Needs Education Officer, and 3 Curriculum Support Officers (CSOs). Purposive sampling and stratified random sampling techniques were used to select a sample size of 76 respondents. The instruments for data collection were questionnaires and interview guides. Quantitative data analysis was conducted through descriptive statistics, and presented in frequency tables, while qualitative data was analysed through themes and presented in narrative form. Cronbach's Alpha coefficient, that resulted in r = 0.76, was applied to determine the reliability and validity of the research instruments. The study established that the accessibility of CBE learning material was a critical challenge hindering the accommodation of LWD. Half of the participants (50%) suggested that they lacked adequate skills to utilize adapted learning materials, while 48% attributed the lack of access to insufficient assistive technologies. However, 58% of the respondents considered current CBE learning materials to be sufficiently modified to cater to LWD educational requirements. Furthermore, 36% of the respondents rated the state and usefulness of learning materials as somewhat satisfactory. Additionally, 70% moderately agreed that CBE learning materials were frequently used during instruction, while 68% moderately believed that these materials supported the active participation of LWD in classroom activities. The study recommended that the Ministry of Education and County governments, in conjunction with the Kenya Institute of Curriculum Development and the Teachers Service Commission, allocate adequate funds to facilitate the development and provision of adapted CBE learning materials. It should also implement continuous professional development programs to enhance the competencies of educators in the effective utilization of both adapted materials and assistive technologies. Besides, it should establish a feedback system where educators can indicate the usability and effectiveness of CBE learning materials to ensure continuous improvement and facilitate relevant and inclusive materials.
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