Teaching strategies and academic performance of mild intellectually challenged learners in an inclusive setting in kakuyu zone, mumoni division, kyuso district Kenya.
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Date
2009-11
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Kampala International University, College of Education Open and Distance Learning
Abstract
This study was carried out to investigate the techniques which are employed to teach learners with mild intellectual challenges. The researcher also wanted to find out how academic performance of mild intellectually challenged learners in an inclusive setting can be improved. The study was carried out in Kakuyu zone, Mumoni division Kyuso district, Eastern province in Kenya. The study was conducted through sampling procedure since the researcher had no adequate time and other resources to cover all the population. A total sample of thirty teachers was chosen from fifteen schools in the zone to represent the entire large group. The researcher used questionnaires to collect the data. The study findings revealed that academic performance of mild intellectually challenged learners can be improved by employing relevant techniques in the course of teaching.
Description
A research report submitted to institute of Open and Distance Learning in partial fulfillment of the requirement for the award of the Degree of Bachelor of Education in Special Needs Education of Kampala International University
Keywords
Teaching strategies, intellectually challenged learners, inclusive setting, kyuso district