TABLE OF CONTENTS
PAGE
ACKNOWLEDGEMENTS
DECLARATION ii
APPROVAL
DEDICATION iv
LIST OF TABLES ix
ABSTRACT X
ChAPTER ONE 1
INTRODUCTION 1
Background I
Statement of the problem 3
The purpose of the study 4
Objectives~
Research Questions 4
The scope of study 5
Significance of the study 5
V
Liniitations~ —
I~eliniitations~
DEFI1441tF101t4 OF 1’EltTs4S .7
~
REVIEW OF I~.ELA’FED LI’l’EIlak’FIJliE .9
Indicator ofmentally retarded children9
Educational provision or children ‘with mental retardation .10
Historical overview of educational provision and development for mentally rctarded children in
Kenya 10
Kenyan educational policies for disabled persons . 1 1
Objectives of Inclusion Inclusive Education 12
Principles of inclusion 13
Advantages and disadvantages ofinclusive education ..... 13
Barriers of inclusive education 14
How to prevent or minimize the barriers 15
Traditional beliefs and attitudes towards mental retardation 15
Factors to consider 15
Teaching methods used by teachers in teaching mentally retarded children 16
vi
Attitudes of teachers towards inclusion of children with mental retardation 17
Components of attitude 18
CHAPTER THREE 21
METHODOLOGY 21
Introduction 21
Research design 21
Area of study 21
Target population and sample size 21
Sampling procedure 22
Research instruments 22
Data collection procedure 22
Data analysis 23
CHAPTER FOUR 24
DATA ANALYSIS AND PRESENTATION 24
Introduction 24
VII
CHAPTER FIVE .31
DISCUSSION, CONCLUSION AND RECOMMENDATIONS 31
Introduction 31
Discussion of results on objective one 31
Discussion of results on objective two 32
Discussion of results on objective three 33
Conclusion 34
Recommendations 34
APPENDIX I 37
REFERENCES 37
APPENDIX II 39
APPENDIX Ill 40
ABSTRACT This study was carried out to find out challenges encountered in teaching learners with specific learning difficulties. The researcher was interested in finding out the views of different people towards the education of children with specific learning difficulties in the area, therefore qualitative approach was employed to collect data. The researcher chose Eleadteachers, teachers, parents and children with specific learning difficulties 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 specific learning difficulties 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 revealed that children with mental retardation in regular schools experienced some challenges which among others included; lack of specially trained teachers in needs education to cater for their learning needs and interests, inadeqaucy of appropriate equipment and learning materials, inappropriate teaching materials and methods, negative attitudes of teachers towards the education of the handicapped children, poor pupils’ their poor attention span and interest to learn and high teacher—pupil ratio in class among others.
