Introduction
Autism Spectrum Disorder (ASD) is a complex neurodevelopmental condition that presents a range of challenges in social interactions, communication skills, and repetitive behaviors. These difficulties can vary widely among individuals, influencing their ability to navigate daily activities and engage in learning environments. For students with ASD, developing functional skills—such as communication, social interaction, and activities of daily living (ADL)—is crucial for success in school and beyond. These skills directly impact their capacity to participate in classroom activities, adapt to routine changes, and build relationships with peers and adults.
The study “Enhancing Teacher Practices in Assessing Functional Performance of Students with Autism Spectrum Disorder (ASD): An Empirical Perspective” by Malasi-Nyali Maghuwa Flora and Peter Oracha Adoyo offers valuable insights into the practices of teachers working within Kenya’s stage-based education system. It explores how teachers assess the functional skills of students with ASD and the extent to which these practices contribute to students’ skill development. This research sheds light on the strengths and gaps in current approaches, providing recommendations for improving educational outcomes through targeted support and professional development.
Study Overview and Purpose
The study’s primary aim is to examine teachers’ current practices in assessing functional performance among students with ASD within Kenya’s Competency-Based Curriculum (CBC) framework. The CBC emphasizes holistic learning, practical skills, and values, making it particularly relevant for supporting students with special needs. The research focuses on two central questions:
- What are the current practices employed by teachers in assessing the functional performance of students with ASD?
- What is the association between these practices and the students’ acquisition of functional skills?
To answer these questions, the researchers conducted a quantitative study involving 47 teachers and 76 students with ASD across various primary schools in Kenya. Teachers’ practices were measured using a self-administered rating scale adapted from the Universal Design for Learning (UDL) framework, which is known for its comprehensive approach to teaching strategies. The functional performance of students was assessed using a modified version of the Vineland Adaptive Behaviour Scales, focusing on communication, social skills, and ADL. Descriptive statistics and sequential regression analyses were used to analyze the data and understand the relationships between teacher practices and student outcomes.
Key Findings
- Teacher Practices in Assessing Functional Performance
- The study identified five key areas of teacher practices: identification of educational needs, assessment of functional skills, understanding learning needs and skill acquisition, communication and collaboration with parents, and the identification and use of instructional resources.
- Among these practices, the use of instructional resources was the most frequently performed, with a mean score of 3.21 (SE = 0.21). Teachers often relied on various teaching aids to address the unique needs of students with ASD. However, the variability in this practice suggests that not all teachers consistently accessed or used these resources.
- Understanding learning needs and communication with parents were moderately practiced, each with a mean score of 3.17. These practices align with the emphasis on individualized support and maintaining consistency between home and school environments.
- The assessment of functional skills, a critical component for tailoring educational interventions, was the least frequently practiced, with a mean score of 2.72 (SE = 0.21). This indicates potential challenges, such as insufficient training or time constraints, that hinder teachers from conducting regular assessments.
- Student Functional Skills Performance
- The functional skills of students with ASD were evaluated across three domains: communication skills, social skills, and ADL. Communication skills emerged as the strongest area of functional performance, with a mean score of 3.72 (SE = 0.12), indicating that most students performed well and consistently in this domain.
- Social skills (M = 3.36, SE = 0.13) and ADL skills (M = 3.34, SE = 0.13) showed moderate development. The higher variability in ADL skills suggests that students’ ability to manage daily routines varied more significantly, highlighting the need for more targeted support in this area.
- A strong interrelationship was observed among communication, social, and ADL skills. For example, communication skills correlated highly with social skills (r = 0.841) and ADL skills (r = 0.848), indicating that improvements in one skill area often coincided with enhancements in others. This finding supports the idea that skill development in students with ASD is interconnected, and that interventions should address multiple domains simultaneously.
- Correlations between Teacher Practices and Student Outcomes
- The study revealed generally weak correlations among different teacher practices, suggesting a lack of integration in how teachers assess functional skills. For example, identification of educational needs had only a weak positive correlation with communication and collaboration with parents (r = 0.135) and the use of instructional resources (r = 0.201). This fragmentation may indicate that teachers apply practices independently without a cohesive approach.
- Despite the weak relationships among teacher practices, positive associations were observed between these practices and students’ acquisition of functional skills. The identification of educational needs had the strongest positive impact on students’ functional skills, particularly communication (r = 0.604), social (r = 0.573), and ADL skills (r = 0.422). This underscores the importance of accurately identifying student needs as a foundation for effective support and intervention.
Discussion
The findings of this study highlight several critical insights into the assessment of functional skills among students with ASD and the role of teacher practices in promoting skill development. These insights point to both strengths and areas where improvements are needed to optimize educational outcomes.
- Challenges in Assessing Functional Skills
- The study found that many teachers struggled with consistently assessing the functional skills of students with ASD, reflecting a need for additional training and access to better assessment tools. This challenge aligns with prior research that highlights barriers such as insufficient training, lack of assessment tools, and time constraints in conducting thorough evaluations.
- Addressing this gap requires professional development programs that focus on standardized assessment methods. By equipping teachers with the skills and tools needed for effective evaluations, schools can ensure that interventions are better tailored to meet the individual needs of students.
- The Role of Instructional Resources
- The identification and use of instructional resources were strengths among teachers, emphasizing their ability to adapt teaching strategies to support diverse learning needs. This practice is critical for engaging students with ASD and promoting their functional skill development.
- However, the variability in the use of instructional resources suggests inequities in resource distribution across schools. To address this, policies should focus on ensuring equitable access to teaching aids, including digital and assistive technologies, and providing ongoing training on their effective integration into the classroom.
- Importance of Parent-Teacher Collaboration
- The study highlighted the moderate yet impactful role of communication and collaboration with parents. Teachers who actively engaged parents in their child’s educational process reported better outcomes in students’ functional skills. This finding supports the importance of building strong partnerships between schools and families to create a cohesive support system.
- Structured communication channels, regular workshops, and collaborative goal-setting can enhance parent-teacher relationships, ensuring consistency between home and school environments. This approach aligns with the CBC’s emphasis on holistic education and could further improve outcomes for students with ASD.
- Integrated Approach to Skill Development
- The strong correlations among communication, social, and ADL skills in students with ASD emphasize the need for integrated interventions that address multiple domains simultaneously. Teachers should adopt holistic assessment strategies that capture the interconnectedness of these skills, reflecting the CBC’s focus on comprehensive skill acquisition rather than isolated academic performance.
- Implementing competency-based assessment frameworks tailored specifically for students with disabilities can ensure that evaluations are more reflective of students’ unique abilities and needs. This approach could support a more inclusive and effective educational environment for students with ASD.
Conclusions and Recommendations
The study underscores significant implications for enhancing teacher practices in assessing functional performance within Kenya’s Competency-Based Curriculum framework. Key recommendations include:
- Professional Development: Targeted training programs should focus on standardized assessment methods and integrating multiple practices, enabling teachers to better assess and support functional skills.
- Resource Accessibility: Equitable access to instructional materials across schools is crucial for supporting diverse learning needs. Policies should ensure consistent distribution of teaching aids and ongoing training on their effective use.
- Enhanced Parent-Teacher Communication: Strengthening teacher-parent collaboration through structured engagement strategies can promote consistency between home and school, supporting holistic development for students with ASD.
- Adoption of Holistic Assessment Frameworks: Tailoring assessments to address the interconnected nature of communication, social, and ADL skills can align with the CBC’s emphasis on practical competencies and personalized learning.
By addressing these areas, Kenya’s education system can better support students with ASD, fostering a more inclusive learning environment and improving outcomes in both academic and functional domains. Through a comprehensive approach that incorporates the needs of teachers, students, and families, the potential for positive change in special education is significant, offering a brighter future for students with ASD.
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