Analysis Of Strategies Used In Teaching Adapted Physical Education To Learners With Physical Disabilities In Nyakach District, Kenya

ABSTRACT

This study sought to establish the strategies used by teachers in adapting physical

education to learners with physical disabilities. The study was guided by Sherrill’s

Adaptation Theory (1995) which emphasizes the interaction between the teacher, the

learner and the environment. The theory is relevant in that it describes, explains and

predicts strategies for change in psychomotor behavior which is the basis of adapted

physical education. A descriptive survey design was used for the study that was carried

out in Integrated Primary Schools for learners with Physical Disabilities in Nyakach

District. The study targeted 8 administrators, 74 teachers of adapted physical education

and 175 learners with physical disabilities: a sample size of 93 participants; 6

administrators, 39 teachers of adapted physical education and 48 learners with physical

disability were used for the study. The administrators and teachers were purposively

sampled while learners were stratified along gender lines then a simple random sample

done. Interview guides were used to collect data from the administrators; questionnaires

were used for teachers and learners. Observation schedules were used to observe adapted PE lessons, the availability, adequacy and adaptation of facilities and equipment. Data

was analyzed using descriptive statistics. The study established that the APE teachers

used various instructional strategies that included assessment, planning, task analysis,

adaptations and modifications and that the schools had inadequate facilities that were not

adapted to suit learners with physical disabilities. As a result of the findings the

researcher has recommended that short courses and in-service training be offered for the

teachers and that the government to mobilize and increase resource allocations to schools

practicing integration.