Challenges Faced By Music Learners With Cerebral Palsy: A Case Of Joy Town Secondary School For The Physically Impaired, Kiambu County, Kenya.

ABSTRACT

This study was designed to investigate the challenges facing music learners with cerebral palsy (CP) in Joy Town Secondary School for the physically impaired in Kiambu County Kenya. It had been observed that interest in learning music diminished among learners with cerebral palsy as they proceeded from form one to form two. This prompted the interest to carry out a research on the causes of these changes in interest in music for these learners. The study investigated the challenges that led to the loss of interest in music among learners with CP in Joy Town Secondary School for the physically impaired. It sought to identify challenges and ways of sustaining music interest in learners with CP in this school. Joy Town was selected as it is the only special secondary school that offers music as a subject in Kenya. It currently also accommodates learners with physical challenges including CP. The concern was to interrogate the reasons why their musical interest changed as they got to form two. The main objective was to seek for information on how these learners could be assisted to overcome the challenges they faced in pursuing music in Secondary School. To achieve this objective, the study employed a descriptive research design because it sought to get a clear picture of the situation, attitude and behavior of individual students with CP. The study was guided by the Education theory of interest (1983, 1992) and Alderfer – ERG theory of learning (1969). These are significant theories in addressing the interest in learning and motivation of learners respectively. It was also guided by Human Rights model that builds upon the spirit of universal Declaration of Human Rights which declares that all human beings are born free in right and dignity. The study considered an estimated target population of 197 students and 17 teachers. However it was noted that not all students suffered from CP, therefore a non-probabilistic sampling technique was applied to select a sample of 48 students for the study. The sample size also included 17 teachers. Data was collected through interviews and questionnaires. The data gathered was analyzed using qualitative approach and the findings presented using tables, charts and graphs where it was applicable. To compute the data the statistical package for the social sciences (SPSS) was used for data analysis. Challenges faced by CP learners included: lack of appropriate music foundation for this group of students in the primary school, complex subject content considering their physical challenges, teachers, parent/their peers, attitude towards them pursuing music, a wide syllabus and limited time in teaching and learning music. Recommendations included: re-evaluation by policy makers and curriculum developers; to restructure the music curriculum to make it compulsory and examinable from the primary school; to adapt the music syllabus in order to accommodate the needs of learners with CP; Ministry of Education science and Technology through music educators and musicians to sensitize parents, teachers and students on the importance of music in schools and especially to learners with CP. The conclusion was that the challenges faced by music learners with CP influenced their interest in music and this in turn discouraged them from pursuing the subject. However with the various strategies put in place they could be assisted.