Attitudes of regular primary school teachers towards inclusion of learners with specific learning difficulties in Muteitei Zone, Tindiret District, Kenya
| dc.contributor.author | Bittok, Samson Kipchumba | |
| dc.date.accessioned | 2020-07-30T12:33:04Z | |
| dc.date.available | 2020-07-30T12:33:04Z | |
| dc.date.issued | 2009-11 | |
| dc.description | A Research report submitted to the institute of open and distance learning in partial fulfillment of the requirements for the award of bachelor of education degree in Special Needs Education of Kampala International University | en_US |
| dc.description.abstract | Specific Learning Difficulties (S.L.D) is a special need in education. It is an umbrella Term used to cover a wide variety of difficulties that typically affect a student's motor skills information processing and memory. The difficulties pose in form of challenges and complications, that arise in a learning situation to teachers, parents and the learners themselves. The field specific learning difficulties is not well known unlike the other areas of special needs education visual, hearing, physical and mental impairments. This therefore implies that it does not receive much publicity. A child's success depends largely on the skills, knowledge and attitudes of the regular classroom teacher. This study endeavoured to find out the teachers' knowledge and skills, their understanding of the concept of inclusion, the challenges they face in inclusive classrooms and generally their overall attitudes towards the learners with specific learning difficulties. The study was carried out in Mutetei zone, Tindiret Kenya. primary school teachers. The sample size Questionnaires were used to collect data from the respondents. descriptive statistical techniques which included tables, frequencies, percentages, graphs and cnaThe information was interpreted, accordingly and recommendations made. It is hence hoped that parents and the general public at large. This will go along way in making them assist the learning disabled child fully, in inclusive classrooms. | en_US |
| dc.identifier.uri | http://hdl.handle.net/20.500.12306/12641 | |
| dc.language.iso | en | en_US |
| dc.publisher | Kampala International University, College of Education, Open and Distance Learning | en_US |
| dc.subject | Regular primary school teachers | en_US |
| dc.subject | Learners | en_US |
| dc.subject | Specific learning difficulties | en_US |
| dc.subject | Kenya | en_US |
| dc.title | Attitudes of regular primary school teachers towards inclusion of learners with specific learning difficulties in Muteitei Zone, Tindiret District, Kenya | en_US |
| dc.type | Other | en_US |