Gender differences in response to motor skill training on the performance of dressing as an activity of daily living by pupils with cerebral palsy in Kisumu, Kenya

Abstract

The study explored gender differences in response to motor skill training on curbing activity restriction of dressing by pupils with cerebral palsy in a special school in Kisumu, Kenya. Mixed method approach was adopted within which a Sequential Explanatory design was used. The sample size was 6 pupils with cerebral palsy, 6 parents of pupils with cerebral palsy, 3 teachers in charge of pupils with cerebral palsy, and 2 physiotherapists. Interviews and observational checklists were used for data collection. Quantitative data was analyzed using both descriptive and inferential statistics with the use of Mann Whitney U Test. The qualitative data was analyzed through thematic analysis. The findings of the study indicated that male participants had slightly higher rank than their female counterparts in the performance of dressing ability after training. However, the ability of their performance depended much on the severity of their disability rather than gender. The study recommends that the Kenyan government should post physiotherapists in special schools for the physically challenged so that they could enhance motor skill training on learners with cerebral palsy.