Factors Hindering Teaching and Learning Activities for Learners With Emotional and Behavioral Disorders; A Case Study of Kabete Rehabilitation School, Westlands Sub CountyKenya

Abstract

The achievement of learners with emotional and behavioral disorders increase outside school before they are placed in the rehabilitation school. After placement for rehabilitation services, control of undesirable behaviors was given the highest priority. This study aimed to investigate the factors hindering teaching and learning activities for learners with emotional and behavioral disorders at Kabete Rehabilitation School in Westlands Sub-county. The objectives of the study were: to examine the effectiveness of teachers teaching learners with EBD’S, to investigate how EBD’s affect teaching and learning activities, to establish methods used to control the inappropriate behaviors during teaching and learning activities and to determine strategies that can improve teaching and learning activities in the school. The study was grounded in the tenets of constructivist theory and employed a descriptive case study research design approach. The target population consisted of 98 respondents, with a sample size of 42 respondents. Data for the study was sought using Questionnaires, interview schedules, and physical resource observation. A pilot exercise was undertaken at Kakamega Rehabilitation School in order to find checks that ensured validity and reliability of the study. Data analysis was done using descriptive and inferential statistics. The study findings revealed that teachers qualification had a positive and significant effect on teaching and learning activities of (B= -1.584, P<0.05). It was further established that the emotional and behavioral disorders had a negative and significant effect on teaching and learning activities (B= -0.658), P= 0.05). The methods used to control inappropriate behaviors were staying outside until the lesson is over and through guidance and counseling. The study also found that good infrastructure and adequate learning equipment specifically thosed suitable for EBD learners, were effective strategies for improving teaching and learning activities. The study concluded that teacher’s qualifications and the effects of EBD contributed significantly poor performance. The study recommended that all teachers should be trained in the management and teaching of EBD learners, and that the sources used inside and outside the classroom should be appropriate for learners with emotional and behavioural disorders.