Learners with mental retardation have probably been the most misunderstood
among all exceptional children, this has resulted in them being denied adequate
opportunities to practice and develop their maximum potentials. Several
derogatory terms have been used to refer to the learners with mental
retardation; idiots, imbeciles, subnormal, feeble, morons and fools among others.
This trend has persisted in spite of the many intervention strategies that have
been put in place in efforts aimed at alleviating the problem.
The objective of the study was to find out the relationship that exists between
teachers attitude and learners with mental retardation in regular schools in
eastleigh zone, kamukunji division, Nairobi district Kenya.
The study adopted a descriptive survey method. It involved a total of 15
teachers from Nyuny~irpu, Daniel Comboni and M. .M Chandaria schools being
represented by 5 teachers. A questionnaire was developed for the respondents.
This instrument covered the following areas; teachers’ knowledge and
understanding on mental retardation, teachers’ knowledge on educational
provision of learners with mental retardation, teachers’ knowledge and
understanding on integration, teachers view about factors that should be put in
place for the successful implication of mental retardation on mental schools and
finding out teachers view on integration.
A majority of the teachers still hold the idea or belief that mental retardation is a
condition caused by witchcraft, showing luck of knowledge as pertains to the
causes of mental retardation. This has led to the conclusion that those under
going the mental retardation should be taught in special schools and not in
regular schools and as such showing teachers perception.
The study recommended that there should be more public awareness campaigns
through chiefs, barazas, workshops, church services to create awareness both at
communal and school levels on mental retardation and other disabilities to help
discard cultural and traditional beliefs. The mentally retarded especially the
audible and trainable should be taken for vocational training to help them in
future; the Teachers Service Commission should also employ more trained
teachers to ease the work load enabling teachers to handle few learners and cater for individual differences among learners with special needs, among others.
SSA, R (2021). Teachers Attitude And Learners With Mental Retardation In Eastleigh Zone, Kamukunji Division, Nairobi District Kenya. Afribary.com: Retrieved June 14, 2021, from https://afribary.com/works/teachers-attitude-and-learners-with-mental-retardation-in-eastleigh-zone-kamukunji-division-nairobi-district-kenya
Research, SSA. "Teachers Attitude And Learners With Mental Retardation In Eastleigh Zone, Kamukunji Division, Nairobi District Kenya" Afribary.com. Afribary.com, 04 Jun. 2021, https://afribary.com/works/teachers-attitude-and-learners-with-mental-retardation-in-eastleigh-zone-kamukunji-division-nairobi-district-kenya . Accessed 14 Jun. 2021.
Research, SSA. "Teachers Attitude And Learners With Mental Retardation In Eastleigh Zone, Kamukunji Division, Nairobi District Kenya". Afribary.com, Afribary.com, 04 Jun. 2021. Web. 14 Jun. 2021. < https://afribary.com/works/teachers-attitude-and-learners-with-mental-retardation-in-eastleigh-zone-kamukunji-division-nairobi-district-kenya >.
Research, SSA. "Teachers Attitude And Learners With Mental Retardation In Eastleigh Zone, Kamukunji Division, Nairobi District Kenya" Afribary.com (2021). Accessed June 14, 2021. https://afribary.com/works/teachers-attitude-and-learners-with-mental-retardation-in-eastleigh-zone-kamukunji-division-nairobi-district-kenya