| dc.description.abstract | The specific needs of learners with autism spectrum disorders (ASD) may affect their success in the classroom and therefore understanding and effectively utilizing classroom supports in their learning can enable them gain personal independence and social responsibility. Not all learners with Autism Spectrum Disorders (ASD) are intellectually challenged, but may display attention deficits, resist environmental changes and have unusual sensory experiences. These needs require utilization of classroom supports which they may not be accorded in schools hence the need for this study. It is essential to understand the current practices used to support education and factors related to the implementation of classroom supports for learners with Autism Spectrum Disorders (ASD). The purpose of this study was to analyze the influence of classroom supports on learning outcomes among learners with autism spectrum disorders in special education setting. The objectives that guided the study were: to determine the influence of instructional supports in enhancing learning outcomes among learners with Autism Spectrum Disorders in special school setting; to establish how environmental supports influence learning outcomes among learners with autism spectrum disorders; to investigate the influence of social skills supports on the learning outcomes among learners with autism spectrum disorders; and to establish the extent to which the Individualized Education Programme (IEP) influences the learning outcomes among learners with autism spectrum disorders. The study was grounded on Skinner's theory of operant conditioning. The study population comprised 390 teachers including head teachers in the selected special schools in the North Rift and Western regions of Kenya. The study used convergent parallel mixed methods design. The sample size for this study comprised 200 teachers from 25 schools. Simple random and purposive sampling was used to sample the participants. Data was collected through a survey comprising self-administered questionnaires; in¬-depth interviews, and classroom observations. Face and content validity was ensured using expert judgment by university supervisors while reliability was ensured by split¬-half method and an r=0.858 was reported. Quantitative data was analyzed using descriptive statistics and also inferential statistics such as Pearson Correlation and Regression analysis. Qualitative data on the other hand was analyzed by using thematic framework. Reliability was determined by internal consistency and a reliability coefficient of r=0.752 was reported. The findings revealed that classroom supports were only occasionally used by teachers though they were important in the instruction of learners with ASD. The findings also indicated that most teachers were unable to create environment that is consistent and predictable for learners with ASD. The study findings farther revealed that the development and implementation of IEP though important many teachers displayed inadequate knowledge in its implementation. On the basis of these findings, the study recommends that specially trained teachers in the education of learners with ASD should be posted to the schools serving the learners with ASD. The Ministry of Education should also facilitate Special Needs Education teachers to attend refresher courses, seminars and workshops on regular basis. The Ministry of Education should also increase funding for the schools serving learners with ASD. | en_US |