Challenges Faced by Teachers In Teaching Mentally Challenged Learners In An Inclusive Setting In Kihumbu-Ini Zone Tlllka District

TABLE OF CONTENTS PAGES Title .............. ............................................................ . Declaration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . n Approval . ...... ... .... ... ..... .. ...... ... . . . . .... .. .. .. ......... ... . .. ........ .. ... ... ... ....... .... 111 Dedication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. iv Acknowledgement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v Table of content.................................................................................. v1 Operational Definition of Terms................................................ IX List of Table.. .... ....... .............. .......... ............ ........ ... ..... x Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi CHPATERONE 1.0 Introduction.. ................................. .. .... ..... .. ........ . 1 1.1 1.2 1.3 Background information .......................................... . Statement of the problem ................................. ........ . Purpose of the study ............ .......... ......................... . 1 4-5 5 1.4 Objective ofthe study 1.5 1.6 1.7 1.8 General objective..... ................................................. 6 Specific Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Research Questions .... ............. ................................. . Scope ........................................ ........................... . Significance of the study ........ ....... ..... ........................ . Limitation and delimitation .. ...... ................................. . 7 7 8 8 CHAPATER TWO: LITERATURE REVIEW................. ........ 10 2.0 Background information of education in Kenya... ..... .... ... .. .... 10 VI 2.1 Special need education..... .... ................... ..... . . . . . . . . . . . . .. . . . 11 2.2 Education for the mentally handicapped . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . 13 2.3 Definition of mentally challenged . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 2.4 Causes of mental challenge .. . . . .. .. . . . .. .. . .. . . . . . . . . . . . .. . .. . . .. . .. .. . 17 Before birth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. .. .. . .. .. . 1 7 During birth . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 After birth . . . . . . . . . . . . . . . . . . . . . . . . . . . .. .. .. . .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 2.5 Classification of mentally challenged . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. ... 18 2.6 Characteristics of mentally handicapped . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 2.7 Challenges oi mental development.... ................. ................. L.l CHAPTER THREE: METHODOLOGY.................................... 22 3.0 Introduction.......... ................. ... ............. ..................... 22 3.1 Research Design.... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... .. . 22 3 .2 Research approach . . . . . . . . . . . . . .. . . . . . . . . . .. . . .. . . . . . . . . . . . . .. . . .. . . . . . . . . 22 3.3 Population . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. .. . 23 3.4 Sample/Respondents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 3.5 Sampling procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... 23 3.6 Instruments.. ...... ..... ............. .... .... ...... ........................ 23 3.7 Procedure........................... ... ..... ... ............................ 24 CHAPTER FOUR 4.0 Data representation and analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ......... 25 Vll CHAPTER FIVE DISCUSSION, SUMMARY, RECOMMENDATION AND CONCLUSION 5 .1 Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . 3 3 5.2 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............. 35 5.3 Recommendation ... ............. ... ... ..... ...... ........ .. .. ..... ............. 37 5.4 Conclusion.......... ................. .... ... ...... .. .... .. .. .. .................. 37 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. . . . . . . . 3 9 V t ll 1.8 Operational Definition of Terms Challenges: These are problems that hinder the normal learning of individuals. Mentally challenge: These are limitations in present fimctioning and are characterized by significant sub-average intellectual fimction. Special needs: These are factors that hinder normal learning and development for individual. Mental development: This is a condition that has effect in the development of the dllid. Self-help skills: These are skills needed by an individual for daily living such as toileting, bathing, dressing and eating habit etc. lX LIST OF TABLES TABLE 1 Teachers who are trained in special needs education in TABLE2 TABLE3 TABLE4 TABLE 5 TABLE6 TABLE7 TABLE8 TABLE 9 TABLE 10 Kihumbu-ini zone ·········································· 29 Number of children who are mentally challenge in our five Sampled schools in Kihumbu-ini Zone..... .... 30 Relationship between pupils, teachers and mentally Challenged Learners........... . .. ......... ............ ......... 30 Challenges teachers encounter in teaching children who are Mentally challenged in an inclusive setting............. . . .. . 31 ~upporl given to mentally challenged 1eruners iu ft;gUla.t Primary schools............ .... ... ................... .... .... .... 32 How other learners who are mentally challenged in school.. 33 Learning resources available for teaching mentally challenged Learners in regular school. ... .. .. . .. . . .. .. . .. . .. . . .. . .. .. . .. . .. .. 34 Where mentally challenged learners are benefiting ........... 35 Characteristic of mentally impaired children .. . .. .... .... ..... 36 Categories of intellectually challenged learners ... ............ 37

ABSTRACT

The researcher carried out research to investigate the challenges faced by the teachers in teaching learners with mental problems in Kihumbu-ini zone. The researcher used the qualitative approach where numerical data was obtained to describe the study. The researcher analyzed the data using a statistical method to arrive to the results which was then interpreted to give meaning. Survey design was used to collect information in standardized form. Information was got by using questionnaire which was prepared for teachers and head teachers to fill. The target population of the study comprised of teachers and head teachers in the regular school in Kihumbu-ini zone. The researcher sampled the population deliberately and used random sampling procedure. The researcher sampled five schools out of nineteen schools in the zone ana gave iou.c questionnaire!:> to each school. [wu que~Lioa11ain::s were to be filled by the lower primary teachers while the other two were filled by one upper class teacher and one by the headteacher. The researcher had the following findings after gojng through the study. There was need to identify the mentally challenged learners in regular primary schools. This is because teachers ignore learner and they have rights to education just like any other normal learner. From the data collected the researcher found out that most of the learners in regular schools are mild and moderate intellectually challenged. There is need for teachers to be trained in special need education to be able to handle children with special needs in the regular schools. This is because most of the mentally challenged learners are handled by teachers who are not specially trained. It is the researcher recommendation that more teachers are trained in special need education in order to be able handle the intellectually challenged learners. Materials and equipment should be provided in order to help those learners benefit. More teachers should be employed in the regular schools in order to make it possible for the teachers to handle learners individually. There is need to create awareness in the zone about children who are intellectually challenged. This is because from the respondent some has negative attitude towards those leamer.