The intellectually challenged learners have been met with many difficulties and
obstacles in life in the societies they live in. examples of these problems are
discrimination, rejection, neglect, child maltreatment, use of derogatory language
and negative attitude towards them. Some of their parents see them as a burden
and a sign of bad omen to the family. They are regarded worthless and cannot
be benefited from. In some societies they are misused of uncivilized traditional
practices such as inheritance in case of death especially males. It is on this note
that the purpose of the study is to curb and minimize problems faced by the
intellectually challenged children.
The researcher used qualitative research approach where data was collected,
described in words rather than numerically, analyzed and interpreted.
The research strategy or design was case study and the targeted population was
regular school teachers, pupils, parents and education officers in Nairobi district.
The instruments or apparatus used were questionnaires which were sent to
The result of the research work shows that 66.7% of the general population of
the intellectually challenged learners does not gain much educationally in
inclusive setting. A part from other problems, negative attitude of the society is
their major hindrance to their full development.
The implication of all these problem is that the intellectually challenged children
are sidelined from societal, educational, moral and physical activities. This hasmade them to develop low-self esteem, feel worthless, incapable and segregated.
The government should, train more and equip them with modern methods and techniques for the education of special need learners especially those with
development disabilities to help them gain their full potentialities and be self reliant
The government should also organize awareness campaigns to sensitize the entire society to have attitudinal change. It should also enact a policy to guide the basic rights and special needs children in general.
Research, S. & KARIUKI, H (2021). Challenges Faced By The Intellectually Challenged Learners In An Inclusive Setting - A Case Study Of Embakasi Division - Kenya. Afribary. Retrieved from https://afribary.com/works/challenges-faced-by-the-intellectually-challenged-learners-in-an-inclusive-setting-a-case-study-of-embakasi-division-kenya
Research, SSA, and HELLEN KARIUKI "Challenges Faced By The Intellectually Challenged Learners In An Inclusive Setting - A Case Study Of Embakasi Division - Kenya" Afribary. Afribary, 04 Jun. 2021, https://afribary.com/works/challenges-faced-by-the-intellectually-challenged-learners-in-an-inclusive-setting-a-case-study-of-embakasi-division-kenya. Accessed 01 Jul. 2022.
Research, SSA, and HELLEN KARIUKI . "Challenges Faced By The Intellectually Challenged Learners In An Inclusive Setting - A Case Study Of Embakasi Division - Kenya". Afribary, Afribary, 04 Jun. 2021. Web. 01 Jul. 2022. < https://afribary.com/works/challenges-faced-by-the-intellectually-challenged-learners-in-an-inclusive-setting-a-case-study-of-embakasi-division-kenya >.
Research, SSA and KARIUKI, HELLEN . "Challenges Faced By The Intellectually Challenged Learners In An Inclusive Setting - A Case Study Of Embakasi Division - Kenya" Afribary (2021). Accessed July 01, 2022. https://afribary.com/works/challenges-faced-by-the-intellectually-challenged-learners-in-an-inclusive-setting-a-case-study-of-embakasi-division-kenya