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The perspectives of teachers on the importance of structuring the physical learning environment on development of social interaction among autistic learners in Vihiga County, Kenya
Edward Khasakhala
Rose Opiyo
Abstract
Treatment and Education of Autistic and Communication Handicapped Children (TEACCH) approach has been widely adopted as one of the promising interventions for remediating learning problems encountered by children with Autistic Spectrum Disorders (ASD). There are limited empirical studies that have investigated the innovativeness of TEACCH as one of the intervention strategies for remediating deficits in social interaction among learners with ASDs in Vihiga in particular and Kenya in general. Teachers’ voices and views on the potential of TEACCH in promoting social interaction are relatively inadequate. The purpose of this study was to assess the perspectives of teachers on the importance of structuring the physical learning environment on development of social interaction among learners with ASD in Vihiga County, Kenya. The study was guided by Development Theory. The study adopted descriptive survey research design. The study population comprised 229 respondents consisting of 21 head teachers, 65 teachers, 23 support staff members and 120 learners with Autistic Spectrum Disorder from all the twenty-four special schools within Vihiga County. The study used fishers’ formula to obtain a sample size of 144 participants consisting of 13 head teachers, 41 teachers, 14 support staff members and 76 learners with ASD. Stratified random sampling was applied to select 144 respondents. Qualitative and quantitative data was collected using questionnaires, observation checklist and interview schedules. Factor analysis was used to test for validity. Tools were presented to experts in the department of educational psychology who judged their validity and they were refined based on experts’ comments. Reliability of the instruments was established through test-retest coefficient for Cronbach’s alpha. Physical restructuring and social interaction had a Cronbach’s alpha value of 0.871 and 0.842 respectively which were all above 0.7. Data was analysed both qualitatively and quantitatively. Descriptive results revealed common challenges such as inadequate classrooms, poor desk arrangements and unclear instructions. The study concludes that well-structured physical environments play a significant role in enhancing social interaction among learners with ASD. It is recommended that schools improve classroom infrastructure to support learners’ social development.
