Determinants Of Social Interaction And Their Effects On Learning Of Children Living With Autism In Regular Pre-Schools In Nairobi County, Kenya

ABSTRACT

The purpose of this study was to investigate determinant of social interaction on learning of children with autism in regular pre-schools in Nairobi County. The research objectives of the study were prevalence of autism, preschool existing culture, nature of training of preschool teachers, diet of children living with autism, attitude of teachers towards children with autism. Studies show that countries like U.S.A, China, South Africa and Zimbabwe are including children with autism in regular schools. However, very little has been done in these countries on determinants of social interaction and their effects on learning of children living with autism. Similarly limited research studies have been done in Eastern Africa and especially in Kenya on determinants of social interaction and their effects on learning of children with autism in regular pre-schools; therefore, this study was intended to bridge that gap. The theory of mind and socio-cultural learning theory were both used in this study. The theory of mind looked at autism characteristics while social-cultural learning theory looked at social interaction of children living with autism. The descriptive design using survey method was employed in this study. The target population in this study was 6 regular pre-schools that integrate children living with autism in Nairobi County, 6 head teachers, 108 special needs teachers, 216 regular pre-school teachers, 108 teacher assistants, 216 parent of children living with autism. Purposive sampling was used in this study because the pre-schools selected are practicing inclusive education and the sample size used was small. The sample comprised of 3 preschools, 3(50%) head teachers, 15 (30%) special need teachers, 30 (30%) regular pre-school teachers, 15 (30%) teacher assistants, 30 (30%) parents of children living with autism and 12 (30%) occupational therapists, who were randomly selected. Questionnaires, interview schedules and focus group discussions were utilized to gather data. The validity of the instruments was checked by using content validity, having a pilot study and comparing, incorporating comments from key experts in area of study. The split-half method was carried out to estimate the reliability of the research instruments and a correlation coefficiency (r) obtained was 0.85. The collected data was categorized, coded and analyzed thematically according to research objectives. The analyzed data was presented in form of frequency tables, pie charts and bar graphs. The results showed that pre-school existing culture, teachers’ training, and diet of children living with autism, and attitude of teachers towards children with autism as determinants of social interaction and their effects on learning of children with autism. Simple regression was used to find the relationship between two independent variables, that is, social interaction and attitude of teachers towards children with autism and dependent variable that is, learning. The results showed that social interaction of children with autism and attitude of teachers towards children with autism to learning was statistically significant; thus, there was a relationship and therefore the null hypothesis was rejected. A major recommendation was made to the government to initiate in-servicing of teachers on Autism Spectrum Disorder so that they could handle children with autism better.