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Article Title: Strategies used by Learners with Cerebral Palsy to Acquire Literacy Skills in schools for the Physically Handicapped in Kenya
by Obinga-Ogono Sarah Anyango, Kochung Edwards J., and Otube Nelly Anne

Abstract:
Learning to read and write is essential in the development and functioning of every child, with or without a disability including those with Cerebral Palsy (CP). Learners with CP experience limitations in Literacy Skills (LS) due to lack of speech, motor difficulties and/or use of inappropriate instructional strategies. These factors are likely to affect their overall academic work. In Kenya, learners with CP are enrolled in schools for children with Physical Handicap (PH) where they are expected to transit annually to the subsequent higher grade. However, information available in these schools shows that more than half (56% to 88%) of learners with CP repeated various classes between the years 2009 to 2011. This could be attributed to inadequate literacy skills that have affected their academic work and transition to higher grades. This study analyzes the strategies that learners with cerebral palsy use to acquire literacy skills under mediated instructional strategies. The study is based on the Vygotskian theory of zone of proximal development. Descriptive and embedded case study designs were used. Purposive sampling technique was used to select 18 learners with CP with speech difficulties from three schools for the PH in Kenya. Data was collected through observational guides and document analysis guides. The data was then analyzed using descriptive statistics for quantitative data using frequency counts and percentages and interpretational analysis for qualitative data where data was coded into categories and themes as the patterns emerged. Experts� opinion was used to determine both face and content validity of the instruments. Reliability of instruments was determined through the test re-test method. The results reveal that most learners 11 (61.1%) with CP use association of object/picture paired with experience. However, they over use this strategy which leads to over-dependence and subsequently hindering their independence in acquiring literacy skills. The results also indicate that this over-dependence is due to the fact that teachers do not fade out learner support during instruction. The findings of the study are important since they show that although learners with CP are able to use mediated strategies to acquire literacy skills, teachers are not encouraging the moderated use of scaffolding for independent reading. The findings of this study may enable teachers of literacy inculcate independence in learning to read and write and to help increase the transition rate of learners with CP to subsequent grades in school.

Keywords: cerebral palsy, literacy, acquisition, strategies, physically handicapped

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