Classroom environment and active participation of learners with mental retardation in inclusive classes in Northern Division, Mbale Municipality
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Date
2018-10
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Kampala International University.College of Education
Abstract
The study was intended to establish the influence of classroom environment on
active participation of learners with mental retardation in Northern Division. Mbalc
Municipality. It was guided by three specific objectives, namely; to examine the
influence of teacher-learner collaboration on active participation of learners with
mental retardation in Northern Division, Mbale Municipality. to determine the
influence of learner-learner interactions in class on active participation of learners
with mental retardation in Northern Division, Mbale Municipality, and to find out
the influence of instructional resource availability on active pa1ticipation of'
learners with mental retardation in Northern Division, Mbale Municipality. Oat
was obtained using questionnaires and interviews from a sample size of 393
respondents whose results were presented descriptively following objectives.
The study found out that teacher-learner collaboration was only in terms of: giving
exercises so that pupils could attempt them during free times and to engage them
whenever they wanted to involve their parents in issues pertaining to the education
of the learners with mental retardation. The influence of learner-learner interaction
was identified to be influential on active participation of learners with mental
retardation in inclusive classes through; income levels which prompt learners to
share materials which are expensive to buy, general positive relationships among
learners, parents' involvement for learners to collaborate, and the status of pupils'
health whereby those who are handicapped rarely share with colleagues. Further,
the study established that use of instructional materials is useful in terms or
promoting creativity, innovativeness, guiding discovered facts, and above all
easing understanding or interpretation of concepts. This explains why availability
of instructional materials is said to have an influence on active patticipation of'
learners with mental retardation in inclusive classes.
Major recommendation was that the school administrators in environments where
inclusive education is practiced try to lobby and obtain resources required for
learners with mental retardation to actively participate in classroom work. In
addition, it is impo1tant that the bale-bodied learners try to find a way of uniting
with their counterpa1ts, those with disabilities so that these learners do not appear
to be isolated.
Description
Dissertation submitted to the College of Education in partial fulfillment of the requirement for the a ward of a degree in Education (SNE) of Kampala International University
Keywords
Classroom, Environment, Participation, Learners