ABSTRACT
This study intended to establish a relationship between the teaching strategy and the academic performance of the mentally retarded pupils studying in an inclusive setting in Mara Division Narok District Kenya. The objectives of the study were: to find out the behavioral characteristics portrayed by the intellectually challenged learners in an inclusive setting; to find out the challenges faced by the intellectually challenged learners in regular schools and society at large; to find out the regular teachers attitudes towards the intellectually challenged learners, and to obtain information from regular teachers on teaching strategies and performance of the intellectually challenged learner in an inclusive setting. The study took a descriptive survey design and made use of the questionnaire to collect date. The findings of the study reveled that; most teachers were aware of the existence of the mentally retarded children in their respective classes as well as the philosophy of inclusive education; and most teachers in the division had a positive attitude towards the mentally retarded children; generally the study established and concluded that the strategies employed by the teachers affect the learning and performance of the mentally retarded learners in Mara Division .. Basing on the findings the study recommended teacher to keep a positive attitude towards the mentally retarded and also to give them special attention as they are teaching. Joint efforts by all stakeholders was also called for in formulating better teaching strategies for the mentally retarded children
