TABLE OF CONTENTS
Title Page--------------------------------------------------------------------------------------------------------i
Declaratio11-----------------------------------------------------------------------------------------------------ii
Approval-------------------------------------------------------------------------------------------------------iii
Dedication -----------------------------------------------------------------------------------------------------iv
Acknowledgements-------------------------------------------------------------------------------------------v
Tab 1 e of Con tents---------------------------------------------------------------------------------------------vi
List of Tab I es-------------------------------------------------------------------------------------------------ix
Abstract-------------------------------------------------------------------------------------------------------xii
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study---------------------------------------------------------------------------- I
1.2 Statement of the Problem---------------------------------------------------------------------------3
1.3 Purpose of the Study--------------------------------------------------------------------------------4
1 .4 Objectives of the Study-----------------------------------------------------------------------------4
1.5 Research Questions----------------------------------------------------------------------------------4
1 .6 Scope of the Stud y-----------------------------------------------------------------------------------4
1. 7 Significance of the Study---------------------------------------------------------------------------5
CHAPTERTWO
LITERATURE REVIEW
2 .1 Theory of the Stud y----------------------------------------------------------------------------------6
2.2 The assessment practices used by resource room teachers to determine eligibility for
learning di sa bi Ii ty------------------------------------------------------------------------------------7
2.3 The support service available for the mentally retarded learners-----------------------------9
2.4 The Challenges encountered by both the Teachers and the Learners with Mental
Disabilities during the Teaching Learning Process--------------------------------------------11
Vl
CHAPTER THREE
RESEARCH METHODOLOGY
3. I Research Design------------------------------------------------------------------------------------15
3 .2 Research Population--------------------------------------------------------------------------------15
3 .3 Sampling Procedures-------------------------------------------------------------------------------15
3 .4 Research Instruments-------------------------------------------------------------------------------15
3 .5 Research Procedure---------------------------------------------------------------------------------16
3 .6 Data Analysis----------------------------------------------------------------------------------------1 7
3. 7 Ethical Considerations-----------------------------------------------------------------------------1 7
3. 8 Limitations of the Study---------------------------------------------------------------------------1 7
CHAPTER FOUR
PRESENTATION AND ANALYSIS AND DISCUSSION OF RESEARCH
FINDINGS
4.1 Learning Resources and the Performance of learners with Mental Retardation----------19
4 .2 Support services-------------------------------------------------------------------------------------2 0
4 .2.1 Category of Supp01i services----------------------------------------------------------------------23
4 .2 .2 Provision of learning reso urces-------------------------------------------------------------------24
4.2.3 Role models of mentally retarded learners------------------------------------------------------25
4.3 Challenges encountered by teachers and learners during the teaching learning process29
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5 .1 Summary of the findings------------------------------------------------- --------------------------32
5 .2 Co ncl us ion-------------------------------------------------------------------------------------------3 3
5.3 Recommendations----------------------------------------------------------------------------------34
vii J
References----------------------------------------------------------------------------------------------------3 7
Appendix: A Questionnaire--------------------------------------------------------------------40
ABSTRACT The researcher made a study on the Assessment of teaching resources on the academic performance of mentally retarded learners in Bwiri location, Funyula division Samia district, Kenya. The population from which the finding was drawn was learners and teachers in the location of schools of mentally retarded learners. The study employed both quantitative and qualitative research approaches/models. Quantitative tools were used to collect and analyze quantifiable data. The researcher used tables and analysis of frequency distribution of the data collected that involved data analysis, editing, coding, classification and tabulation. The findings were clear that teaching resources has an impact on the academic performance of mentally retarded learners in the location that needs intervention. The school offers the best alternative to creating the necessary basic infrastructure and pedagogic skills that will ensure that enabling environments develop that will respond appropriately and effectively to the challenge of disability not only is education but in all aspects of life. The researcher recommended that Parents should try to accept the fact that their child is mentally challenged and help him or her grow to the full potential that he or she is capable of. Some people try for a miraculous cure and expend a lot of time and energy in search of a divine elixir. Even though such an attitude is understandable, it does not show any results. That time will be better spent in admitting your child to a special school or sheltered institution where he can get professional help.
