The purpose of the study was to determine the challenges Faced by lvfentally Retarded in
an Inclusive Setting in lvfukuru Slums Viwanda Zone lvfakadara division, Kenya. The
specific objectives of the study were; to investigate the challenges faced by children with
mental retardation in an inclusive setting, to determine the causes of mental retardation
and to identify the advantages (Jf inclusive learning for children with mental retardation.
The methods used for data collection were questionnaires to the teachers, interview with
the pupils and focus group discussion with the community members.
The study revealed that mentally retarded children they face a problem of negative
attitude from the normal pupils and the teachers, they are not ji-ee in an inclusive setting,
they lack learning materials, they are faced with a big class size and the curriculum does
not favor mentally retarded learners T71e s/udy revealed that environmental Jae/ors like
lack of early exposure to intellectually stimulating experiences, inadequate health care,
adverse living conditions and nutritional problems cause mental retardation. It was also
revealed that prenatal factors cause's menial relardation. These include initial infection
during pregnancy. It was also revealed thal mental retardation may also result ji-om
factors occurring pas/natal. These include infections, such as meningitis and
encephalitis, intoxicants. The study revealed !hat mental retardation may be caused by
genetic factors and brain damage, cullural factors and bad spirits. The study revealed
thal revealed that in an inclusive setting; menially re/arded children have an opportunity
to interact and socialize with the normal pupils. They also learn a lot of things and new
events ji-om their peers (normal pupilo). The study revealed !hat in an inclusive selling,
pupils learn how to behave in the same way as normal pupils. They also some how gel
encouraged that they can make ii as normal pupils since !hey all sit in the same class.
The government should build infrastructure Iha/ is conducive/or pupils wilh disabilities
so !hat they _fit in an inclusive setting. More teachers should be trained in the areas of
special needs education so Iha! !hey gain necessary knowledge and skills to handle and
care for children with disabilities. A curriculum should be adopled to suit the opecial
needy of learners. Teachers should be sensilized abou/ !he .1pecial needs education more
especially those in integrated schools.
MBUGUA, E (2021). Challenges Faced By Mentally Retarded In An Inclusive Setting In Mukuru Slums Viwanda Zone Makadara Division, Kenya. Afribary. Retrieved from https://afribary.com/works/challenges-faced-by-mentally-retarded-in-an-inclusive-setting-in-mukuru-slums-viwanda-zone-makadara-division-kenya
MBUGUA, ELIZABETH "Challenges Faced By Mentally Retarded In An Inclusive Setting In Mukuru Slums Viwanda Zone Makadara Division, Kenya" Afribary. Afribary, 11 Jun. 2021, https://afribary.com/works/challenges-faced-by-mentally-retarded-in-an-inclusive-setting-in-mukuru-slums-viwanda-zone-makadara-division-kenya. Accessed 17 Oct. 2021.
MBUGUA, ELIZABETH . "Challenges Faced By Mentally Retarded In An Inclusive Setting In Mukuru Slums Viwanda Zone Makadara Division, Kenya". Afribary, Afribary, 11 Jun. 2021. Web. 17 Oct. 2021. < https://afribary.com/works/challenges-faced-by-mentally-retarded-in-an-inclusive-setting-in-mukuru-slums-viwanda-zone-makadara-division-kenya >.
MBUGUA, ELIZABETH . "Challenges Faced By Mentally Retarded In An Inclusive Setting In Mukuru Slums Viwanda Zone Makadara Division, Kenya" Afribary (2021). Accessed October 17, 2021. https://afribary.com/works/challenges-faced-by-mentally-retarded-in-an-inclusive-setting-in-mukuru-slums-viwanda-zone-makadara-division-kenya