SELF-REPORTED TEACHERS' SELF-EFFICACY IN SUPPORTING CHILDREN WITH NEURODEVELOPMENTAL DISORDERS IN EARLY-YEAR EDUCATION WITHIN KIAMBU COUNTY, KENYA
Abstract
There has been a significant rise in the number of children suffering from Neurodevelopmental disorders (NDDs) in recent years, implying the need for an educational system that is inclusive, supportive, and responsive. With impairments from NDDs, meaning those affected are likely to have needs that require support if they were to achieve life goals, including those touching on their education, little is known on the extent to which teachers within mainstream schools are equipped to support such children. This study sought to investigate teachers’ self-reported efficacy in supporting children with NDDs who find themselves in mainstream schools in the context of Kiambu County, Kenya. A cross-sectional descriptive research design was adopted, targeting a sample size of 348 teachers of learners in PP1, PP2, Grade 1, Grade 2, and Grade 3 drawn from both public and private schools across the 12 sub-counties of Kiambu County. Quantitative data was collected using a structured questionnaire that utilized the 12-item Teachers’ Sense of Efficacy Scale (TSES). Qualitative data was gathered through two focus group discussions (FGDs) with 12 teachers interviewed, six from public schools and six from private schools. A total of 311 teachers completed the questionnaires, which translates to a response rate of 89%. The majority of teachers were fairly confident in their ability to engage, instruct, and manage classrooms having learners with NDDs. The study identified significant challenges faced by teachers in supporting children with NDDs including; a lack of specialized training and resources. The study concludes that despite some prevalence of NDDs in mainstream schools, teachers lack adequate training and face significant challenges in supporting children with NDDs. The study recommends; that policymakers within the education sector, school administrators, and parents collaborate to provide regular teacher training, promote parental involvement through structured engagements.
Keywords: Neurodevelopmental Disorders, Self-Efficacy, Early-Year Education, Inclusive Education, Teacher Training & Special Needs Education
References
Able, H., Sreckovic, M., Schultz, T., Garwood, J., & Sherman, J. (2015). Views from the trenches: Teacher and student supports needed for full inclusion of students with ASD. Teacher Education and Special Education, 38(1), 44–57. https://doi.org/10.1177/0888406414558090
Anglim, J., Prendeville, P., & Kinsella, W. (2017). The self-efficacy of primary teachers in supporting the inclusion of children with autism spectrum disorder. Educational Psychology in Practice. https://doi.org/10.1080/02667363.2017.1391750
Banu, L. A., Akhter, S., Fatema, K., Alam, S. T., & Haque, F. M. A. (2022). Prediction of neurodevelopmental outcome of high-risk neonates: A study from a tertiary care centre in Bangladesh. Malaysian Journal of Paediatrics and Child Health, 28(1), 51-58.
Barua, P. D., Vicnesh, J., Gururajan, R., Oh, S. L., Palmer, E., Azizan, M. M., Kadri, N. A., & Acharya, U. R. (2022). Artificial intelligence enabled personalised assistive tools to enhance education of children with neurodevelopmental disorders—A review. International Journal of Environmental Research and Public Health, 19(3), 1192. https://doi.org/10.3390/ijerph19031192
Cappe, E., Poirier, N., Engelberg, A., & Boujut, E. (2021). Comparison of teachers in France and in Quebec working with autistic students: Self-efficacy, stress, social support, coping, and burnout. Teaching and Teacher Education, 98, 103244. https://doi.org/10.1016/j.tate.2020.103244
Chesaro, E. (2020). Challenges faced by teachers in teaching mentally challenged and communication deficient learners in Mbagathi Special Unit, Kenya. African Research Journal of Education and Social Sciences, 7(3). ISSN: 2312-0134. https://doi.arjess.org/education-research/
Devi, A. & Ganguly, R. (2022). Pre-service teachers' and recent teacher graduates' perceptions of self-efficacy in teaching students with Autism Spectrum Disorder: An exploratory case study. International Journal of Inclusive Education, 10.108. https://doi.org/10.1080/13603116.2022.2088869
Dymond, K. E., & Cooper, K. (2019). Teacher insights: Self-efficacy and professional development needs related to supporting children with high-functioning autism. (Doctoral dissertation, University of Toronto). https://doi.hdl.handle.net/1807/95801
Griffin, K. (2018). Auditory sensitivity: Signs, causes and how to help. Retrieved January 25, 2021, from https://www.griffinot.com/auditory-sensitivity-autism-sensory
Hashir, A. (2021). Challenges faced by teachers of learners with learning disabilities. The International Journal of Indian Psychology, 9. https://doi.org/10.25215/0902.033
Herwegen, J. V., Ashworth, M., & Palikara, O. (2019). Views of professionals about the educational needs of children with neurodevelopmental disorders. Research in Developmental Disabilities, 91. https://doi.org/10.1016/j.ridd.2019.05.001
Huber, S., & Helm, C. (2020). COVID-19 and schooling: Evaluation, assessment and accountability in times of crises—Reacting quickly to explore key issues for policy, practice and research with the school barometer. Educational Assessment, Evaluation and Accountability, 32, 1-16. https://doi.org/10.1007/s11092-020-09322-y
Imran, N., Rahman, A., Chaudhry, N., & Asif, A. (2022). Effectiveness of a school-based mental health intervention for school teachers in urban Pakistan: a randomized controlled trial. Child and Adolescent Psychiatry and Mental Health, 16(1), 33. https://doi.org/10.1186/s13034-022-00470-1
Jordan, N. C., Kaplan, D., Ramineni, C., & Locuniak, M. N. (2019). Early math matters: Kindergarten number competence and later mathematics outcomes. Developmental Psychology, 45(3), 850. https://doi.10.1037/a0014939
Leonard, N. M., & Smyth, S. (2022). Does training matter? Exploring teachers’ attitudes towards the inclusion of children with autism spectrum disorder in mainstream education in Ireland. International Journal of Inclusive Education, 26(7), 737-751. https://doi.org/10.1080/13603116.2020.1718221
Maenner, M. J., Shaw, K. A., Baio, J., Washington, A., Patrick, M., DiRienzo, M., & Dietz, P. M. (2020). Prevalence of autism spectrum disorder among children aged 8 years—Autism and Developmental Disabilities Monitoring Network, 11 sites, United States, 2016. MMWR Surveillance Summaries, 69(4), 1-12. https://doi.org/10.15585/mmwr.ss6904a1
Mugo, C., Firdawsi, O., Wang, J., Njuguna, I. N., Wamalwa, D. C., Slyker, J. A., John-Stewart, G. C., O'Malley, G., & Wagner, A. D. (2023). "When they are all grown, I will tell them": Experience and perceptions of parental self-disclosure of HIV status to children in Nairobi, Kenya. BMC public health, 23(1), 519. https://doi.org/10.1186/s12889-023-15387-3
Nataša, V., Tena, V., & Emina, K. (2021). Teachers’ self-efficacy based on symptoms of attention deficit hyperactivity disorder in primary school pupils. Center for Educational Policy Studies, 11(1), 141-161. https://doi.org/10.26529/cepsj.746
Obiweluozo, P., Dike, I., Ogba, F., Elom, C., Orabueze, F., Okoye-Ugwu, S., Ani, C., Onu, A., Ukaogo, V., Obayi, L., Abonyi, S., Onu, J., Omenma, Z., Okoro, I., Eze, A., Igu, N., Onuigbo, L., Umeano, E., & Onyishi, C. (2021). Stress in teachers of children with neuro-developmental disorders: Effect of blended rational emotive behavioral therapy. Science Progress, 104(4), 1–15. https://doi.org/10.1177/00368504211050278
Odom, S. L., Hall, L. J., Morin, K. L., Kraemer, B. R., Hume, K. A., McIntyre, N. S., ... & DaWalt, L. (2021). Educational interventions for children and youth with autism: A 40-year perspective. Journal of Autism and Developmental Disorders, 1-16. https://doi.org/10.1007/s10803-021-04990-1
Reichard, J., & Zimmer-Bensch, G. (2021). The Epigenome in Neurodevelopmental Disorders. Frontiers in neuroscience, 15, 776809. https://doi.org/10.3389/fnins.2021.776809
Rhodes, J. D. (2022). Autonomic responses during animated avatar video modeling instruction of social emotional learning to students with ADHD: A mixed methods study (Doctoral dissertation, Brigham Young University).
Ruble, L., & McGrew, J. H. (2013). Teacher and child predictors of achieving IEP goals of children with autism. Journal of Autism and Developmental Disorders, 43(12), 2748-2763. https://doi.org/10.1007/s10803-013-1884-x
Ruble, L.A., McGrew, J.H., Toland, M. (2018). Randomized Control Trial of COMPASS for Improving Transition Outcomes of Students with Autism Spectrum Disorder. J Autism Dev Disord. 48, 3586–3595. https://doi.org/10.1007/s10803-018-3623-9
Van der Merwe, M. Yoro, J., & Fourie, J., (2020). Learning support strategies for learners with neurodevelopmental disorders: Perspectives of recently qualified teachers. African Journal of Disability, 9, Article 561. https://doi.org/10.4102/ajod.v9i0.561
Zikra, F., Amna, A., & Shamasul, Z. (2019). Challenges faced by teachers during teaching students with developmental disability at primary school level in Lahore. Journal of Inclusive Education, 3, 19-32. https://www.researchgate.net/publication/342562344
