Preparedness of pre - service teachers in use of assistive technology in adapted physical education in selected public primary teacher training colleges in Kenya

Abstract

The terminology “assistive technology” (AT) refers to the apparatus, devices, and equipment, as well as the systems, services, adaptations, and processes employed by persons with special needs to support and facilitate their learning needs. Therefore, integrating AT facilities into physical education (PE) could equip special-needs learners with the skills to enhance their physical fitness and well-being, thereby rewarding their educational requirements. However, the adoption of assistive technology is not prevalent in special-needs schools despite the requirement by the Individuals with Disabilities Education Improvement Act (IDEIA). Consequently, learners with disabilities tend to lag behind in physical fitness in comparison to their unchallenged peers. The study incorporates quantitative research supplemented by qualitative methods to appraise the factors and processes that pre-service teachers of learners with disabilities consider, adopt, and utilize when integrating assistive technology in adapted physical education to meet their learners’ needs. Additionally, the study evaluates assistive technology skills and knowledge levels among pre-service teachers to determine their adoption levels. Precisely, the study provides an overview of the different kinds of assistive technology facilities available in the Republic of Kenya for special-needs schools, as well as the modalities of their usage. Using the Theory of Normalization, Technology Acceptance Model, and Diffusion of Innovation Theory as its pedagogical frameworks, to this end, the researcher employed the Descriptive Survey Design when collecting data from 395 pre-service teachers, 21 tutors, and 3 departmental heads in three public teacher-training colleges (TTC) with a special-needs curriculum. Additionally, the researcher embraced both probability and non-probability sampling designs to come up with the study sample of 419 respondents. The researcher collected data through a survey by using self- reporting questionnaires, observations, interviews, as well as group discussions. The study included a pilot program for assessing the validity and reliability of the collected data. The Researcher’s observations included facilities, assistive technology equipment, lessons, document review, and personal experiences relating to the research questions. The researcher then transcribed, categorised, and organised the qualitative data into themes, which she presented as narratives. Regarding quantitative data collected, the researcher used Statistical Package for Social Science (SPSS) to generate descriptive statistics, including the mean and standard deviation and inferential statistics, including the model R2, ANOVA statistics, and chi-square tests presented in frequency distribution tables. The researcher embraced the model R2 to establish the correlation between pre- service teachers’ level of training or professional development and implementation of assistive technology in adapted physical education preparedness. The study concludes that the availability of AT facilities/equipment, training programs, learners’ perceptions, teachers’ attitudes, and institutional environment significantly influence the pre-service teachers' preparedness in applying AT devices in APE learning in the teacher training colleges in Kenya. Ironically, the study finds that a lack of adequate skills and awareness about AT devices and their usage in APE programs among the teachers training colleges’ tutors significantly impeded the pre-service teachers' preparedness on APE in the randomly sampled colleges. Additionally, the study finds that engaging the various AT frameworks in the PE lessons of pupils with special needs positively influences the learning processes of special-needs learners. Consequently, the study recommends that the Ministry of Education (MoE) and other education stakeholders support TTC in acquiring adequate AT facilities for the pre-service teachers to allow them to embrace AT in APE because support by the relevant government agencies would enhance the quality application of the knowledge and skills learned for onward transfer to professional practice.