Perception Of Learners With Learning Difficulties In The Mainstream Primary Schools In Mageta Island Kenya

ABSTRACT

Most learners with learning difficulties in Mageta Island do not attend lessons

in the regular schools due to the various problems they face. Due to their

nature of impairment even those who attend the regular schools stiff find it

hard to accomplish various academic tasks.

In addressing the various needs, the researcher embarked on a strategy of

research. In the research he collected views from teachers and pupils. TheABSTRACT

Most learners with learning difficulties in Mageta Island do not attend lessons

in the regular schools due to the various problems they face. Due to their

nature of impairment even those who attend the regular schools stiff find it

hard to accomplish various academic tasks.

In addressing the various needs, the researcher embarked on a strategy of

research. In the research he collected views from teachers and pupils. The

targeted sample was the whole location of Mageta Island which was further

sampled down to Mahanga, Mageta and Mitundu Primary schools.

In this sample, questionnaires covering teachers' and pupils' attitudes;

availability of learning facilities and favorable environment were issued to an

average of 5 teachers and 20 pupils per school.

This C!Jfminated to aj:JOut 60 pupils out of apout 1430 pupils and 15 teachers

out of about 36 teachers. Preliminary responses inclicated negative attitudes

of teachers and pupils towards learners with learning difficulties.

Dearth of appropriate learning facilities

environment are a big blast towards smooth attainment of the learning goals

by the handicapped learners. None readily available support services are no

exception

targeted sample was the whole location of Mageta Island which was further

sampled down to Mahanga, Mageta and Mitundu Primary schools.

In this sample, questionnaires covering teachers' and pupils' attitudes;

availability of learning facilities and favorable environment were issued to an

average of 5 teachers and 20 pupils per school.

This C!Jfminated to aj:JOut 60 pupils out of apout 1430 pupils and 15 teachers

out of about 36 teachers. Preliminary responses inclicated negative attitudes

of teachers and pupils towards learners with learning difficulties.

Dearth of appropriate learning facilities

;

environment are a big blast towards smooth attainment of the learning goals

' by the handicapped learners. None readily available support services are no

exception