Abstract
The study explored gender differences in response to motor skill training on curbing activity restriction of dressing by pupils with cerebral palsy in a special school in Kisumu, Kenya. Mixed method approach was adopted within which a Sequential Explanatory design was used. The sample size was 6 pupils with cerebral palsy, 6 parents of pupils with cerebral palsy, 3 teachers in charge of pupils with cerebral palsy, and 2 physiotherapists. Interviews and observational checklists were used for data collection. Quantitative data was analyzed using both descriptive and inferential statistics with the use of Mann Whitney U Test. The qualitative data was analyzed through thematic analysis. The findings of the study indicated that male participants had slightly higher rank than their female counterparts in the performance of dressing ability after training. However, the ability of their performance depended much on the severity of their disability rather than gender. The study recommends that the Kenyan government should post physiotherapists in special schools for the physically challenged so that they could enhance motor skill training on learners with cerebral palsy. DOI: 10.5901/jesr.2016.v6n1p178
Highlights
Cerebral Palsy (CP) can be described as the damage done to human brain during infancy which results into activity restrictions
Larkin and Dewey (2008), in agreement revealed that boys with cerebral palsy were more comfortable being helped with the performance of the activities of daily living such as bathing, dressing, toileting and feeding than girls with cerebral palsy
There was no sufficient evidence to prove the influence of gender difference in response to motor skill training on the performance of dressing as an activity of daily living
Summary
Cerebral Palsy (CP) can be described as the damage done to human brain during infancy which results into activity restrictions. The interference with brain development can happen before a child is born, in the process of giving birth or shortly after birth. Through motor skill training and development of effective prosthetic devices, pupils with cerebral palsy may no longer depend on others for support in the performance of activities of daily living. Since friendship is often gender segregated, boys tend to forge friendship with boys and girls with girls (UNESCO 2006), and the code is to help one another. Stereotypes about girls being fragile and dependent, combined with the condition of cerebral palsy may cause girls with cerebral palsy feel discouraged to risk going through physical training programs that may solve their problems of relying on peers for help
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