TEACHERS' INTERVENTION STRATEGIES AND SOCIAL INTERACTION AMONG LEARNERS WITH EMOTIONAL AND BEHAVIOURAL DISORDERS IN SELECTED PRIMARY SCHOOLS, NAIROBI CITY COUNTY, KENYA

Faith Moraa Nyabwengi, Mathew Karia

Abstract


This study aimed to explore the impacts of music therapy on the speech development of children at Nakuru Hills Special School, Nakuru, Kenya. The theoretical framework of the study included cognitive behavior theory and social-pragmatic theory. A quasi-experimental design was used to group the participants into two groups: the comparison group and the experimental group. The comparison group of learners with speech development disorders or problems received standard care or intervention, while the experimental group of learners with speech development disorders or problems received music therapy. The research population included special education teachers, special schools’ music teachers, and caregivers, as well as speech and language pathologists working at Nakuru Hills Special School and Kenyatta University. The sample consisted of 20 participants randomly selected from the sample population. The study utilized a mixed research approach to achieve and answer research objectives and questions, respectively. The qualitative and quantitative research approaches were applicable in the mixed methodology. Interview and survey instruments were used for data collection. Piloting of the research instruments was done at Njoro Special School because it has similar characteristics and is situated in the neighboring Sub-County of Njoro. Descriptive and inferential statistical analysis, was conducted in IBM SPSS version 26 using particulars gathered during the survey. Thematic analysis was used to analyze the interview data. Data collected from caregivers and speech therapists indicated significant progress in children's speech abilities following music therapy interventions. Key findings from the qualitative data revealed that caregivers observed noticeable enhancements in their children's articulation and vocabulary. The analysis using paired samples t-tests showed important changes in the scores from before and after the tests in different areas of speech development, such as saying single words, saying words in sentences, talking in conversations, writing sounds, and rhythm. Singing, instrument playing, and movement activities are key strategies in speech development. The study concludes that music therapy significantly enhances speech development in children with speech disorders at Nakuru Hills Special School. The study recommended that the Ministry of Education should establish explicit policies to incorporate music therapy into speech therapy programs in institutions with special needs, acknowledging its potential to improve speech development through child-centered and engaging approaches.

 

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children with speech disorders, music therapy, special school, speech development

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References


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DOI: http://dx.doi.org/10.46827/ejse.v11i3.6039

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