Challenges faced and academic performance of intellectually challenged learners in inclusive settings Nairobi 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
Learners with mental retardation do not benefit from normal learning due to
the challenges that they encounter. This study critically focused on these
challenges and their academic performance in inclusive settings in Nairobi
Kenya.
The researcher adopted the quantitative approach of data collection from the
target population. Teachers from public Primary schools were involved as
respondents. Thirty teachers drawn from different primary schools responded
to the questionnaires. Purposive sampling procedure was used to select the
schools and the teachers. The researcher used questionnaires as data
collection tools since all the respondents were literate.
The respondents revealed that they face various challenges including lack of
resource rooms, lack of reference materials and negative attitudes; these are
caused by lack of funds, inadequate training of teachers, unmotivated
teachers and learners.
The researcher concluded the study by advocating for the working together of
all the stakeholders in solving the problems faced by the teachers, in addition
recommendations were made. They included: teachers handling learners
with mental retardation getting training, availing of educational resources in
all Schools and curriculum review and adaptation.
All the intervention strategies laid out were meant to minimize the challenges
faced teachers and learners.
Description
A research report submitted to the Institute of Open and Distance Learning Kampala International University in partial fulfillment of the requirements for the Award of Degree of Bachelor of Education in Special Needs Education
Keywords
Academic, Performance, Iterlectually, Challenged