DOI: 10.36347/sjahss.2016.v04i11.001

Pages: 1346-1363

Research has shown that learners with cerebral palsy (CP) experience difficulties with literacy acquisition which has affected their academic performance in school. Several studies conducted have focused on general and specific areas of instruction to learners with CP to explain why these learners go through difficulties with school work. However, studies on mediation with regards to instructing learners with CP on literacy acquisition are scant. This study examines the types of mediated instructional strategies used by teachers in literacy skills acquisition among learners with cerebral palsy in schools for the physically handicapped in Kenya. The study was based on Social cultural theory, the zone of proximal development. Descriptive survey and embedded case study designs were used. Saturated sampling technique was used to draw a sample of 65 teachers from a population of 72 teachers from five out of seven schools for the physically handicapped in Kenya. Data was collected through questionnaires, observational guides and informal interviews. Nine teachers participated in classroom observations and informal interviews. Obtained data was analyzed using descriptive statistics for quantitative data and interpretational analysis for qualitative data. Teachers used scaffolding: prompting, teacher modeling, artifacts; differentiation combined with direct teaching. However, teachers used them in varied ways. Mediated instructional strategies used by most teachers were not tailored to meet individual literacy skill acquisition needs of learners with significant speech and motor difficulties. Teachers who used mediated instructional strategies were not even aware that they had used them. Studies need to be conducted to establish teachers’ level of understanding of the use of mediated instructional strategies in teaching literacy skills acquisition to learners with cerebral palsy.