Material Resources Adaptation and Implementation of Cbc for Early Years Learners with Disabilities in Primary Schools in Nairobi City County, Kenya

Abstract

A competency-based curriculum has been adopted in the Kenyan education system. However, learners with disabilities in regular schools would be learning using two separate programs, that is an inclusive education program and a competency-based curriculum program. Implementing the two programs simultaneously to this category of learners could be challenging. Therefore, this study focused on the material resources adaptation influencing competency-based curriculum implementation for Early Years Learners with disabilities in primary schools. The study was premised on the theory of Complexity and Education by Davis and Sumara (2006), which holds that the fruitfulness and range of systems in which ambiguity and uncertainty occur, should be embraced, and accommodated during evaluation. The researcher employed a concurrent embedded design based on the mixed-method approach in data gathering. The study’s location was Nairobi City County, Kenya. The target population was 368 participants and from this target, the study sampled 16 heads of schools, 48 teachers, and 2 Educational Officers who were the respondents. The instruments of data collection were semi-structured questionnaires, an observation checklist, and an interview schedule. The piloting of instruments took place in one school with a special unit. The instruments were only accepted as valid and reliable after the results of Cronbach’s alpha coefficient of r=.75. Data were analyzed through descriptive and inferential statistics. In addition, data were prepared and organized using Statistical Package for Social Sciences into percentages, mean, Skewness, standard deviations, graphs, and tables. The researcher tested the hypothesis by use of the chi-square test at a significant level of α =