Effect of Identification of Competences on Autistic Learner’s Achievement in Adaptive Skills in Public Primary Schools in Tharaka Nithi County, Kenya

Abstract

Effective teaching of competences among autistic learners is anchored on structured identification of abilities for positive adaptation in society. Non-identification of autistic competences weakens categorization of learners into spectrum disorder, traits establishment and barriers management for adaptive skills acquisition implementation. Appropriate demystification of aspects of skill identification that include communication competence, social integration and self-awareness, may assist overcome issues arising from adaptation for accelerated learning and positive societal involvement. This study sought to examine effect of competences identification on autistic learner’s achievement in adaptive skills for productive life. The study was anchored on Weak Central of Coherence Cognitive theory of autism which explains how structured teaching increases learning capacity. Within-subject design was adopted in the study for repeated measurements before and after treatment to the same group. Public primary schools housing autistic learners formed target population where appropriate sample was drawn using purposive sampling for teachers and autistic learner’s whilst stratified random sampling was used for stakeholders. Data was obtained from 17 respondents; 3 teachers, 10 autistic learners and 4 stakeholders. Achievement test obtained data from learners while questionnaires were used to gather data from teachers and stakeholders. Descriptive statistics analyzed questionnaires while two paired T-tests analyzed achievement tests. Findings revealed a mean of 3.33 in Communication competence, 3.58 in self-awareness and a 2.50 mean on social integration. For achievement test, P value of 0.000 (<0.05) indicate an increase in adaptive skills acquisition. Recommendations were; policy orientation on competences identification, Involvement of stakeholders in adaptive skills learning and further research on interventions for adaptive skills.