Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.12306/2901
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dc.contributor.authorMwanje, Is’haak-
dc.date.accessioned2019-11-13T12:28:33Z-
dc.date.available2019-11-13T12:28:33Z-
dc.date.issued2013-07-
dc.identifier.urihttp://hdl.handle.net/20.500.12306/2901-
dc.descriptionA Research Report Submitted To The College Of Open And Distance Learning In Partial Fulfillment Of The Requirements For The Award Of Bachelor’s Degree In Education With Special Needs Education Of Kampala International Universityen_US
dc.description.abstractThe, main focus of this study was to find out the effects of mental retardation on learners’ academic performance an inclusive settings in Ggaba zone, Makindye division, Kampala district-Uganda. The researcher picked interest in finding out the teaching approaches and instructional materials used by teachers to instruct mentally retarded learners, teachers’ attitudes towards inclusion of children with mental retardation in regular schools and finding V ways of improving their education An interview guide was designed to get the information needed from the mentally retarded children and questionnaires prepared and distributed to head-teachers and teachers in the selected schools. The researcher used random and convenient sampling techniques to select schools and the respondents. The findings revealed that children with mental retardation in regular schools experienced some challenges which among others included; lack of specially trained. teachers in special needs education to cater for their learning needs and interests, inadequacy of appropriate equipment and learning materials, inappropriate teaching materials and methods, negative attitudes of teachers towards the education of the handicapped children, poor pupils’ attention span and interest to learn and high teacher—pupil ratio in class among others.From the study, the following recommendations were made that; Special Needs Education should be co-opted into primary teachers’ colleges as a course, government, NGO5 and other stakeholders should intensify community awareness programmes about the rights of persons with disabilities, refresher courses should be provided to teachers to equip them with knowledge and skills to support learners with special learning needs and teachers be traineden_US
dc.language.isoenen_US
dc.publisherKampala International University, school of science with educationen_US
dc.subjectMental Retardation and Learners Academic Performanceen_US
dc.subjectMakindye-Kampalaen_US
dc.titleMental Retardation and Learners Academic Performance in Selected Primary Schools of Ggaba Zone, Makindye-Kampala Ugandaen_US
dc.typeOtheren_US
Appears in Collections:Bachelor of Science with Education

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