TEACHER'S PERCEPTION TOWAEDS MENTALLY RETAEDED LEARNING IN MTITO ANDEI ZONE KIBWEZI DISTRICT KENYA

TABLE OF CONTENTS PAGE

11TLE PAGE

CHAPTER ONE

1 .0 Introduction 1

1 1 Background of the study 1

1.2 Statement of the problem 2

1.3 Objectives 2

1.4 purpose of the study 2

1.5 Significance of the study 3

1.6 Hyponthesis

CHAPTER TWO

2.0 Introduction 4

2,1 Meaning of mental retardation 4

2.2 Causes of mental retardation 4

2.3 Prevention of mental retardation 5

2.4 Classification of mental retarded children 5

2.5 Characteristic of mentally retarded 7

2.6 Integration 8

2.7 Education policies in Kenya for disabled persons generally in Kenya 9

2.8 Attitudes

2.9 Components of attitudes 9

2.1,OTraditional believes and attitudes towards mental retardation 10

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CHAPTER THREE

RESAERCH METHODOLOGY

3.0 Introduction 11

3.lDesign

3.2Source of data 11

3.3 Study sampling 12

3.4 Procedure 12

3.5 Sampling frame 12

3.6 Sample size 12

3.7 Sample selection 12

3.8 Data collection 13

3.9 Questionnaire 13

3.10 Documentary review 13

3.11 Interpretation of data 13

3.12 Research procedure 13

3.13 Ethical consideration 14

3.14 challenges 14

CHAPTER FOUR

4.0 Introduction 15

4.1 Demographic responses 15

4.1.lTabIel 15

4.1.2Table2 16

4.1.3TabIe3 16

4.1.4Table4 17

4.1,5TabIe5 17

4.1.6TabIe6 17

4.1.7Table7 18

4.1.8TabIe8 18

4.1.9Table9 18

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4.2.0 Table10.19

4.2.lTablell 19

CHAPTER FiVE.

5M CONCLUSION AND RECOMMENDAT~ONS.

5.0.1 Conclusion 20

5.0.2 Recommendations 20

BlBLIOGRpHy.~~.

TRANSM~TTAL LETTER xii

ABSTRACT There is a strong correlation between poverty and handicap where over 80% of the 600 million handicapped people in the world live below poverty line without essential services. Yet, as nations strive to achieve the millennium development goals, it is imperative to factor the handicapped population in poverty alleviation and development. This study investigated discipline and academic impacts of combining handicapped and normal learners in primary schools with reference to Kibwezi district, eastern province, Kenya. The study revealed that the common form of disability in Kibwezi district Mi-I where 60% of the respondents were affected. Also 15% of the parents of mentally handicapped learners in the division are resource poor. Over 80% of the parents with M.H felt that their children were not in best school and if they were, resource-rich, they would transfer them to better schools. Thirty percent of the parents with M.H are discriminated against the by society while 70% of the teachers trained in SNE had a positive attitude towards M.H. thus immobility and how acceptability by peers are the major constraints faced by M.H and their parents in the district. Lack of training in special needs education (SNE) I the main challenge faced by teachers in Kibwezi while handling M.H. teacher’s training in SNE and community sensitization are the most appropriate measures for mitigating the M.H challenges. Thirty percent of the teachers, however, suggested the use of the government intervention in addressing the challenges particularly, teachers and parents of M.H suggested to be trained in guidance and counseling, modification of learning environment, administering physical exercises and classroom teaching.