Teaching strategies and academic performance of mild intellectually challenged learners in an inclusive setting in kakuyu zone, mumoni division, kyuso district Kenya.

dc.contributor.authorMwendwa Musyoka, Simon
dc.date.accessioned2020-08-07T06:51:21Z
dc.date.available2020-08-07T06:51:21Z
dc.date.issued2009-11
dc.descriptionA 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 Universityen_US
dc.description.abstractThis 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.en_US
dc.identifier.urihttp://hdl.handle.net/20.500.12306/13782
dc.language.isoenen_US
dc.publisherKampala International University, College of Education Open and Distance Learningen_US
dc.subjectTeaching strategiesen_US
dc.subjectintellectually challenged learnersen_US
dc.subjectinclusive settingen_US
dc.subjectkyuso districten_US
dc.titleTeaching strategies and academic performance of mild intellectually challenged learners in an inclusive setting in kakuyu zone, mumoni division, kyuso district Kenya.en_US
dc.typeOtheren_US
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