Challenges Faced By Teachers Handling Ll~Tellectually Challenged Learners Integratedin Regular School In Gatanga Division Trika District, Kenya

Abstract

One of the biggest problems that people with disabilities have to bear is to live with able group special education have brought a lot of development although problems have cropped in positive altitude to these groups should be evitable. This is the only recipe that can salvage learners with intellectual impairments from the scorn ofthose who do not see them like other human beings Therefore this special study paper will enlighten the people on who a learners with intellectual impairments is his potential and the type of education to be offered to them. It will also enlighten on the suggestion of overcoming the barriers to education provision for learners with intellectual impairments. Li Background of the Study It is the right of every individual to live irrespective of his race, colour, religion or tribe. In spite of people being equal, intellectually challenged learners have suffered some of the worst tribulations and degradations of mankind. Surprisingly even today in those supposedly enlightened era, prejudice against the learner with intellectual impairment is still widely spread. In Kenya the constitution provides that no one should be discriminated against, and it sets criteria where upon it will intervene to protect an aggrieved citizen against discrimination. The constitution effect has brought about the idea of integration for these handicapped learners in ordinary schools. This has brought positive changes at the grass root level. The different commissions of education in Kenya have backed the idea of integration. Through these commissions teachers’ work is simplified through the different aspects it comes with. Among the commissions which had a significant effect on special needs education is the Ominde Commission of 1964 and the Gachathi Commission of 1976.