Attitude of teachers on the inclusion of mentally challenged learners in regular primary schools in Matete Division of Lugari District, Kenya
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Date
2008-08
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Kampala International University, College of Education, Open and Distance Learning
Abstract
The research was carried out on the attitude of teachers towards the inclusion of the mentally retarded learners in regular primary schools. This was because the feelings of most regular primary school teachers that these learners affect and lower the academic performance of their schools .therefore this learners are forced to repeat classes or drop off school. It is due to this attitude that mentally retarded learners are not accessing the regular classes. The researcher used the quantitative approach to collect data. The questionnaires here used to collect the data and later on the data was tabulated, the data was put into percentage and analyzed. Out of 220 teachers 40 of them were sampled to fill the questionnaires. Very few teachers wish to have the mentally retarded learners into their classes. They feel that those children lower their academic performance in their schools. Due to that the teachers have not made modifications to accommodate the mentally retarded learners. Teachers being the leading lights of the community should play a key role towards inclusion of mentally retarded learners into their classes. If they changed their attitude towards these learners by making necessary modifications then inclusion will succeed and they will perform well above average.
Description
A research report submitted to the Institute of Open and Distance Learning for the award of Bachelors of Degree in Special Needs Education, Kampala International University
Keywords
Attitude of teachers, Mentally challenged learners, Primary schools, Matete Division, Lugari District, Kenya