Teachers attitude towards inclusion of learners with mental retardation in an inclusive setting in Mbita Division Mbita District-Kenya
| dc.contributor.author | Ologi, Tobias Orwa | |
| dc.date.accessioned | 2019-11-12T09:22:45Z | |
| dc.date.available | 2019-11-12T09:22:45Z | |
| dc.date.issued | 2011-08 | |
| dc.description | A research report submitted to college 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 carried out to find out attitudes of teachers towards learners with mental retardation in ordinary schools. The researcher was interested in finding out the views of different people towards the education of children with mental retardation in the area, therefore qualitative approach was employed to collect data. The researcher chose Headteachers, teachers and children with mental retardation as sample population because through them relevant and appropriate information would be obtained. The researcher also used interview and questionnaire as research instruments. Interview guides were used to collect data from parents and children with mental retardation because it enabled the researcher to make clarifications on some views given and make possible adjustments depending on their moods and needs. Headteachers and teachers were given questionnaires because they were assumed literate enough to handle these instruments The findings pointed out that although children with mental retardation and their parents have positive attitudes towards their education, there are a number of challenges affecting their learning in the division and hopefully beyond. The findings revealed that most teachers in regular schools still hay negative attitude towards inclusion of learners special learning needs and experienced a number of challenges in teaching these children which among others included; lack of training in special needs education among teachers, inadeqaucy of appropriate learning equipment and learning materials, inappropriate teaching materials, negative teachers’ attitudes towards the education of the deaf children, inappropriate modes of instructin and high Teacher-Pupil ratio in class among others | en_US |
| dc.identifier.uri | http://hdl.handle.net/20.500.12306/2699 | |
| dc.language.iso | en | en_US |
| dc.publisher | Kampala International University,College of Education | en_US |
| dc.subject | Inclusion | en_US |
| dc.subject | Learners | en_US |
| dc.subject | Teachers | en_US |
| dc.title | Teachers attitude towards inclusion of learners with mental retardation in an inclusive setting in Mbita Division Mbita District-Kenya | en_US |
| dc.type | Other | en_US |