Free Primary Education and the Teaching of the Mentally Challenged in Special Schools and Units in Kipkelion District.
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Date
2009-11
Authors
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Journal ISSN
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Publisher
Kampala International University, College of Education, Open and Distance Learning.
Abstract
The rationale of this research study was to access and examine the factors to be addressed to
enhance the success of universal free primary education for learners who are mentally
challenged in special schools and units and probably propose some possible intervention
measures to counter the challenges.
It should be noted that free primary school education programme was implemented in Kenya
without any clear policy and hence it led to development of negative attitudes both from
teachers, parents, pupils and other education stake holders. For instance increased pupil's
enrolment led to poor quality teaching in overcrowded class rooms. Several education
commissions recommendation and conventional world meeting resolutions geared towards
attaining free universal education for all was never implemented fully in Kenya according to
the task force report {kochung, 2003). This implies that the programme was implemented
hurriedly before the necessary machinery was put in place to ascertain total success.
The targeted population was teachers and head teachers of special schools and units in
kipkelion district. The sampling procedures were done purposively and randomly from the
target population.
The design used to collect raw data was survey which uses questionnaire instruments.
The data collected was analyzed and presented in a tabular form using quantitative and
qualitative approaches. The interpretation of the findings indicated that free primary
education programme for learners who are mentally challenged has several advantages and
also disadvantages.
The main positive effect is that many children are now in school because fees and other levies
were abolished by the government. Thus leaning resources though not enough are available.
Likewise the system has negative effects such as poor quality of teaching due overcrowding
and understaffing. Also special equipment for learners with special needs is limited.
In general recommendation the government should mobilize and sensitize all the key stake
holders to participate objectively in order to enhance the success of the programme and to
eradicate the short comings.
Specifically the government should strive to implement in total all the recommendation
suggested by task force on special needs education, {kochung, 2003) so that the mentally
challenged and other learners with special needs education are fully catered for.
Description
A research report submitted in Partial Fulfillment
of the Requirements for the Award of the Degree
of Education in Special Needs Education of
Kampala International University.
Keywords
Free Primary Education, Teaching, Mentally Challenged, Special Schools, Kipkelion District.