Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.12306/9801
Title: Factors affecting integration of learners with intellectual challenges in primary schools: a case of Thegenge zone - Nyeri south district
Authors: W. Kahuho, Jackson
Keywords: Integration of learners
Intellectual challenges
Primary schools
Thegenge zone - Nyeri south district
Issue Date: Jul-2008
Publisher: Kampala International University, College of Education, Open and Distance Learning
Abstract: This research study was on "Factors Affecting Integration of Learners with intellectual challenges in Primary schools; A case of Thegenge zone Nyeri South District". The objectives were: To find out if teachers in Thegenge Zone were aware of forms of integration for learners with intellectual challenges; To identify the major factors that hinder effective integration of learners with intellectual challenges in Thegenge Zone; To examine the teachers attitude towards the education of children with intellectual challenges; And to find out whether teachers were for or against the establishment of special units for intellectual challenged children in the zone. The research questions to guide in the study were: How do teachers integrate learners with intellectual challenges in Thegenge Zone? What are the major factors that hinder effective integration of learners with intellectual challenges in Thegenge Zone? What is the teachers' attitude towards the education of children with intellectual challenges in Thegenge Zone? Are teachers in Thegenge Zone for or against the establishment of special units for learners with intellectual challenges in the Zone? The study area was mainly on learners with intellectual challenges in Thegenge Zone. This is one of the many education zones in Nyeri South District. Data collection tools included a series fifteen questions in form of a questionnaire, which was based on the objectives, and research questions that were set out to guide in the study. The major findings from the study carried out showed that many teachers in the zone were not familiar with the various forms of integration for learners with intellectual challenges in regular primary schools. Secondly, several factors that hinder integration of search learners included poor teacher/pupil ratio; poor schools infrastructure, lack of adequate financial support by the Government and Inadequate relevant training for teachers on the area of special needs education. Thirdly, teachers were not in favor for the integration of learners with intellectual challenges in their regular primary schools. They were not aware of forms of integration of such learners and this was mainly due to lack of adequate training in special needs education. Teachers recommended establishment of special units in public primary though many of them were unwilling to be put in charge of such units. The researcher recommended that more teachers be trained on the area of special needs education, the Government to increase funding in regular primary schools to improve on infrastructure and educational resources that are key to the education of learners with intellectual challenges. The curriculum should also be overhauled to address the needs of learners with special needs in education. More units for learners with intellectual challenges should be opened in regular public primary schools to enhance integration and consequent inclusion of such learners. In conclusion, the researcher noted that there was need for more research studies to be carried out on integration and inclusion of learners with intellectual challenges in education. This would ensure that provision of education for all is guaranteed.
Description: A Research Report Submitted in Partial Fulfillment for the Award of Bachelor of Arts Degree in SNE of Kampala International University
URI: http://hdl.handle.net/20.500.12306/9801
Appears in Collections:Bachelor of Special Needs Education

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