Examining Classroom Supports Systems and Learning Outcomes Among Learners with Autism Spectrum Disorders in Primary Schools

Abstract

This study examined the relationship between classroom supports systems and learning outcomes among autistic learners in Kenya. The correlational research design was adopted. A sample size of 200 teachers was obtained from the study population using proportionate sampling technique. Classroom learning Supports Systems Questionnaire and Learning Outcomes Assessment scales were used to collect data. The reliability of the questionnaires was ensured by the Cronbach’s alpha and an alpha of above 0.70 was reported for all the scales. Inferential statistics such as the Pearson Correlation Coefficient and Regression analysis were used to analyze data. The results indicate that the Regression model output, explains 35.6 percent of the variance in learning outcomes among learners with Autism spectrum disorders. The Individualized Education Program had the highest influence (Beta=.389) on learning outcomes, while use of instructional supports made the least contribution (Beta=.006) to explain the variability. The study recommends that the Kenyan Ministry of Education should post speech and language therapists to schools for learners with autism to help them improve and overcome the communication difficulties they face.

Keywords

• classroom learning supports systems
• learning outcomes
• autism spectrum disorders
• kenya