ABSTRACT
Learners with mental retardation do not benefit from normal learning due to the challenges that they encounter. This study critically focused on these challenges and their academic performance in inclusive settings in Nairobi Kenya. The researcher adopted the quantitative approach of data collection from the target population. Teachers from public Primary schools were involved as respondents. Thirty teachers drawn from different primary schools responded to the questionnaires. Purposive sampling procedure was used to select the schools and the teachers. The researcher used questionnaires as data collection tools since all the respondents were literate. The respondents revealed that they face various challenges including lack of resource rooms, lack of reference materials and negative attitudes; these are caused by lack of funds, inadequate training of teachers, unmotivated teachers and learners. The researcher concluded the study by advocating for the working together of all the stakeholders in solving the problems faced by the teachers, in addition recommendations were made. They included: teachers handling learners with mental retardation getting training, availing of educational resources in all Schools and curriculum review and adaptation. All the intervention strategies laid out were meant to minimize the challenges faced teachers and learners.
