ISSN 2239-978X ISSN 2240-0524 Journal of Educational and Social Research MCSER Publishing, Rome-Italy Vol. 6 No.1 January 2016 178 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 Janet Auma Odhiambo Joy land Special School, P.O. BOX 1790, 40100, Kisumu, Kenya Email:odnette@yahoo.com Dr. Charles Omoke Department of Special Needs Education, Jaramogi Oginga Odinga University of Science and Technology Dr. Peter J. O. Aloka Department of Psychology, Jaramogi Oginga Odinga University of Science and Technology Doi:10.5901/jesr.2016.v6n1p178 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. Keywords: Gender, Dressing, Activity restrictions, brain, functional difficulties. 1. Introduction Cerebral Palsy (CP) can be described as the damage done to human brain during infancy which results into activity restrictions. The destruction of certain parts of the brain is usually caused by lack of normal development of the brain that happens while an infant's brain has not fully developed. The interference with brain development can happen before a child is born, in the process of giving birth or shortly after birth. The damage done to the brain cannot be repaired but can be managed through other medical strategies. Through motor skill training and development of effective prosthetic devices, pupils with cerebral palsy may no longer depend on others for support in the performance of activities of daily living. Since friendship is often gender segregated, boys tend to forge friendship with boys and girls with girls (UNESCO 2006), and the code is to help one another. Stereotypes about girls being fragile and dependent, combined with the condition of cerebral palsy may cause girls with cerebral palsy feel discouraged to risk going through physical training programs that may solve their problems of relying on peers for help. In developed worlds, women have been reported to have significantly higher rates of functional difficulties than men (Kaplan, Anderson & Wingard, 2002). Although some analysts have attributed this female functional disadvantage to higher prevalence of non-fatal but disabling conditions such as cerebral palsy, autism and epilepsy among others (Zunzunegui,Alvrado). Beland, and Vissandjee, (2009), have pointed out that, even when disabling conditions are controlled, females still report higher levels of functional disability. The higher disabling functional ability among women however, may be a reflection of heightened female sensitivity to symptoms as a result of gender- specific social expectations. In USA, studies in self-reported Activities of Daily Living among men and women consistently reported more limitations on females than their male counterparts, with the greatest gender difference being reported for the gross motor mobility