Examination of Head Teachers’ Strategies for Supervising Teaching and Learning of Adaptive Skills among Learners with Intellectual Disabilities in Meru County, Kenya

The purpose of this study was to eexamine head teachers’ strategies for supervising teaching and learning of adaptive skills by learners with ID in Igembe South Sub-county, Kenya. The study used Effective School Theory advanced by Lezotte. A descriptive survey design involving both qualitative and quantitative approaches was used. The target population was 227 respondents (207 learners, 5 head teachers and 15 teachers). Purposive sampling was used to select special schools and units. The sample size was 124 respondents (104 learners, 15 teachers and 5 Head teachers). Data was collected by use of interview guide for head teachers, observational checklist for learners and questionnaire for teachers. Piloting was conducted in Kathelwa Special Unit in Igembe Central Sub-county. Test-retest method was used to determine reliability of the tools and a coefficient level of 0.7 was found adequate to determine reliability of the data collected. Quantitative data was analysed using descriptive statistics and SPSS Version 23.0 while qualitative data was analysed thematically. Data was presented using tables and figures for quantitative data while qualitative data was presented using reported verbatims and narratives. Pertinent ethical considerations were observed in data collection and analysis. The study finding showed that the majority of the teachers agreed that their head teachers consult with them rewards them, and involves teachers and learners in school activities. The teachers also asserted that their head teachers regularly visits classrooms, conducts official checks and signs progress as part of the strategies that contribute to learner’s acquisition of adaptive skills. The study concluded that the instructional supervision strategies adopted by the head teachers have a significant influence on the effectiveness of teaching and leaching and learning of adaptive skills among learners with intellectual disabilities. The study recommended that there is need for a policy which stipulates that the teachers in SNE units have the appropriate training to handle children with specific disabilities.