Effect of Monitoring School System Support Structures on Achievement of Adaptive Skills Among Autistic Learners in Early Years in Tharaka Nithi County - Kenya: Analysis of Discrete Learning Method

Abstract

Discrete learning support acquirement of adaptive skills among autistic learners for adaptability, particularly when school support structures are monitored. Support structures such as instructional resources, teacher competence and teaching time may strengthen teaching and learning abilities which influence acquisition of adaptive skills for survival. Inefficient monitoring could lead to a failure in achieving educational goals, ultimately resulting in societal disintegration. The study sought to establish effect of monitoring school support structures on achievement in adaptive skills among autistic learners in Tharaka Nithi County. The study applied executive dysfunction theory, which believes that autistic learners may struggle with important skills such as organization, flexible thinking, and planning, which may be improved with an enabling learning environment. The study utilized a mixed-research design, combining qualitative and quantitative data analysis. The sample size comprised 151 learners living with autism and 73 teachers both purposively sampled as well as 30 parents conveniently sampled. The findings indicated a statistically significant relationship between adaptive skill achievement and the monitoring of school support structure (Beta=-0.784, p value= 0.000). Insinuating that achievement of adaptive skills is enhanced through effective use of instructional resources, enhanced teacher competence, and proper time management. The study recommended creating a system for ongoing communication and collaboration among stakeholders to effectively monitor and adapt support structures. The study further emphasizes personalized monitoring plans for autistic learners and the integration of family into school monitoring policies. Future research should explore the impact of school support structures like guidance, counselling, peer networks, and teacher mentorship programs on learners' adaptive skill acquisition.