Social problems faced by children with Mental Retardation in Mainstrea Schools Inmagumoni Division, Meru South District-Kenya.
| dc.contributor.author | Kaburu, Annjoy Muthoni | |
| dc.date.accessioned | 2020-07-21T07:44:08Z | |
| dc.date.available | 2020-07-21T07:44:08Z | |
| dc.date.issued | 2011-08 | |
| dc.description | A research report presented to the Institute of Open and Distance Learning in Partial Fulfillment of the Requirements for the Award of Bachelors Degree in Special Needs Education of Kampala International University. | en_US |
| dc.description.abstract | This study was set up to find out the social problems experienced by pupils with mental retardation in the mainstream schools. It was carried out in three schools namely: Mutuguni Primary School Kigogo Primary School Thuita Primary School The data was obtained from teachers six, 9 pupils and three parents . The instruments used were interview guide and observation. The tindings indicated that the social problems of children with mental retardation stem from negative attitudes and neglect by teachers, parents, diseases and In conclusion, one can improve on social life of children with mental retardationby loving them, being patient with them, teaching at their pace and level of understanding,guiding and counseling parents, refresher courses for teachers, inclusive setting for integration and co-exisistance, assessment, sensitization of teachers and parents, proper referrals and care should be given to them. The researcher made recommendations that: • Government makes a provision for the special needs education component to be included in the curriculum for the PTCs (Primary Teachers Colleges). This will ensure that teachers who undergo the public service training are deployed after having acquired knowledge and skills 111 supporting children with special needs including those with mental retardation. • Arrangements should also be made to allow parents of children with special learning needs to actively get involved in their children's learning through home-school collaboration arrangements. • Efforts should be to ensure that every teacher comes out of the college with the knowledge of basic skills to handle children with special learning needs. | en_US |
| dc.identifier.uri | http://hdl.handle.net/20.500.12306/9599 | |
| dc.language.iso | en | en_US |
| dc.publisher | Kampala International University, College of Education, Open and Distance Learning. | en_US |
| dc.subject | Mental Retardation | en_US |
| dc.subject | Children | en_US |
| dc.subject | Mainstrea Schools | en_US |
| dc.subject | Social problems | en_US |
| dc.subject | Meru South District-Kenya | en_US |
| dc.title | Social problems faced by children with Mental Retardation in Mainstrea Schools Inmagumoni Division, Meru South District-Kenya. | en_US |
| dc.type | Other | en_US |