Women’s Perspectives on The Competency-Based Curriculum (CBC):A Case Of Kenyan Mothers Of Children With Dyslexia.

Abstract

Dyslexia is a reading disability that affects 1 in every 5 children globally, yet in Africa, it remains largely unidentified and undiagnosed. Although mothers of children with dyslexia are key stakeholders and play a critical part in their children's schooling, their knowledge and views on curriculum planning, implementation and reviews remain unacknowledged. Previous studies have focused mainly on other stakeholders' place, role and contribution. However, mothers’ roles go beyond nurturing and socializing children. This study sought to explore the perceptions and views of mothers of children with dyslexia on the Competency-Based- Curriculum (CBC) review and its appropriateness. The main objective of the study was to explore the epistemologies and perspectives of Kenyan mothers of children with dyslexia on the Competency-Based Curriculum review. The study was conducted in Nairobi County, and a qualitative research design was adopted. Using purposive sampling, primary data were collected using 4 case studies of Kenyan mothers drawn from a social support group of mothers of children with learning disabilities. Data collection using questionnaires and scheduled face-to-face interviews enabled mothers' narratological approach to capture their perceptions and experiences. Data was analyzed using Nvivo 12 application, drawing from emerging themes and patterns. The findings showed that mothers clearly understand the previous 8.4. 4 and the current Competency Based Curriculum from which they drew comparisons, strengths and weaknesses. Mothers also had better education experiences and outcomes for their children because of the practical hands-on pedagogical approach to instruction and learning in CBC. The study concluded that mothers' epistemologies, perspectives and contributions are often not regarded with as much significance as other stakeholders. Nevertheless, curriculum reviews are incomplete without including their lived experiences and realities. This study will therefore inspire future policy reviews to address the standpoints of Kenyan mothers of children with dyslexia and other learning disabilities.