Determining activities and involvement of mentally challenged children in regular classes in Ilmashariani Zone, Central Division Narok District Kenya
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Date
2009-08
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Kampala International University, College of Education, Open and Distance Learning
Abstract
This study intended to investigate the determination of activities and
involvement of mentally challenged children in regular classes in
Ilmashariani Zone, Central Division, Narok district. The most important
and controversial issues in this study is the extent to which children
with special needs should and can be involved in regular classrooms.
It should be noted that special needs education has moved historically
from total absence, separate provision, partial integration to the
inclusion stage. (Clark 1997).
Less attention was placed on transferring children with special needs
from special to mainstream schools. However this is not the case today
both a third world and developed countries. Kenya in particular, the
introduction of UPE saw the increased enrolment of mentally retarded
children into the education system which had a direct impact on the
teachers' way of handling, assessing and evaluating the activities of their
learners. Hence the research was carried out putting much emphasis on
teacher's ability to identify the children with mental problems, teachers'
attitudes towards inclusion of children who are mentally challenged, and
to assess how teachers determine and involve mentally challenged
children in the teaching-learning process in regular schools.
Description
A research report submitted in partial fulfillment of the requirement for the Award of Bachelor’s Degree in Special Needs Education of Kampala International University
Keywords
Children, Mentally, Challenged