Effect of Discrete Learning Implementation on Adaptive Skill Acquisition of Autistic Learner in Tharaka Nithi County, Kenya: Positioning Prospects, Policy and Practice

Abstract

: Adaptive skill acquisition is premised on effective discrete learning implementation to support functionality of autistic learner. Non appropriate implementation may compromise learner functionality due to low adaptive skills acquisition. Efficient implementation is underpinned on interest discovery, making learning fun, provision of hands on experiences which may increase adaptability of autistic learner. Discrete learning premised on instructional delivery, response recording and repeated instructions may help overcome issues emanating from non-participation in learning activities to accelerate adaptive skills acquisition for survival. Study sought to establish effect of discrete learning implementation, on adaptive skill acquisition of autistic learner in Tharaka Nithi County, Kenya: positioning prospects, policy and practice. Study was anchored on executive dysfunction theory of autism which depicts that autistic learners are challenged in understanding complex tasks minimizing adaptive skills acquisition. Study embraced correlation coefficient design to examine effect of discrete learning on skill acquisition without control nor manipulation. Public primary schools sheltering special needs learners formed target population while suitable sample was obtained using purposive sampling for autistic learner’s teachers and stratified random sampling for stakeholders. Data was obtained from 17 respondents; 13 teachers and 4 stakeholders using questionnaire. Pearson correlation coefficient indicated a P value of ≤ to 0.05 indicating a statistical significance of implementation on acquisition of adaptive skills. Descriptive analysis indicated Means of repeated instruction; 2.71, instruction delivery; 2.29 and response recording; 1.96 insinuating a positive effect. Policy positioning on discrete learning implementation, refresher courses to expedite effective implementation and further research on interventions for adaptive skills acquisition.