Challenges Faced by Teacher So Mentally Challenged Learners in Mombasa District, Coast Province, Kenya

ABSTRACT ~earners with mental challenges have a variety of learning difficulties that puts the below par in ioth academic advancement and in activities for Daily Liying. It takes concentrated efforts to bring :hem close to the level of other learners, with sub average intellectual functioning ability, most :eachers not versed with special teaching skills that can be applied to teach these learners, would ;ount very little in terms of tangible success. This study is on some of the challenges their teacher is face when teaching them. In compliance with this theme, the researcher used quantitative .·esearch approach through use of questionnaires and interview schedules to gather relevant information that can be used to plan for interventions. The target population were schools and units )f the mentally challenged in the District numbering twenty one, with about two hundred pupils, ~ighty teachers and fifty parents. The District was then represented by a sizable sample of ten teachers, ten parents and ten pupils taken as respondents. This was arrived at using simple random sampling using lottery method to select them. Some of the major findings were that majority of teachers are not trained in special education hence cannot effectively teach mentally challenged learners. For this reason, the government should step up training of teacher for Mentally handicapped to facilitate some visible learning and progress. The study also found out that taboos and attitudes towards this group of learners impacted negatively to the learning and development of the group .For tangible progress and serious tutoring ,it was recommended that teachers should strive to develop positively in their outlook on these learners, if they have to satisfy demand by stakeholders that result must improve. Further in the findings was that most schools were inadequately equipped with relevant equipment or resources to facilitate quality leaning. The provision of equipment and resources was a priority left to the Government, the community and Non Governmental Organizations to look into as these children need greater attention if they have to be seen to be learning.