Factors affecting the teaching of children with mental retardation in inclusive setting in green hills academy primary school in Gasabo District, Kigali City, Rwanda
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Date
2010-01
Authors
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Journal ISSN
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Publisher
Kampala International University.College of Education
Abstract
This research study intended to establish the factors affecting the teaching of children with
mental retardation in inclusive setting in Green Hills Academy Primary School in Gasabo
District in Kigali city of Rwanda.
It was to investigate and identify the possible barriers that affect the teaching of children with
mental retardation in inclusive setting and to determine various strategies that could be used
to overcome the factors hindering the teaching of children with mental retardation.
Structured interview schedules were used to collect the data. It was collected from three
categories of subjects, headteacher, teachers and parents. The respondents were chosen to
represent the big population of teachers and parents who could not be used by the researcher
to give the information.
The data was qualitatively analyzed after investigation of the learning and teaching of
children with mental retardation in inclusive setting. The results showed no significant
differences in opinions of various correspondents towards the factors affecting the teaching of
children with mental retardation in inclusive setting in Green Hills Academy Primary School.
Some of the factors identified were, school and classroom environment, poor methods of
teaching, inadequate educational materials, untrained teachers in special needs skills, lack of
cmTiculum modification and negative attitudes towards children with mental retardation by
the teachers.
Due to lack of awareness, sensitization, skills and training in the field of special needs
education, many regular teachers or classroom teachers still hold negative attitude towards
mainstreamed education of mentally retarded children.
It is the responsibility of the special needs teachers, administrators, ministry of education and
parents to see that these factors can be overcome; sensitization and regular awareness to
teachers, parents, stake holders and the community can lead to overcome the negative
attitudes.
The government of the republic of Rwanda should support and encourage sensitization and
awareness about special needs Education. Seminars, workshops should be organized to give
more opportunities to teachers who have not undergone training in special needs education to
have basic knowledge. More teachers should be trained in the field of special needs education.
The curriculum of teacher training institutes should include special needs education
discipline, so that teachers can graduate with the basic knowledge in special needs education.
Description
Research report submitted to the Institution of Open and Distance Learning in partial fulfillment of the requirement for the award of a bachelor of Education Degree in Special Needs Education of Kampala International University
Keywords
Teaching, Children, Mental, Retardation