TABLE OF CONTENTS

PAGE

ACKNOWLEDGEMENTS

DECLARATION ii

APPROVAL

DEDICATION iv

LIST OF TABLES ix

ABSTRACT X

ChAPTER ONE 1

INTRODUCTION 1

Background I

Statement of the problem 3

The purpose of the study 4

Objectives~

Research Questions 4

The scope of study 5

Significance of the study 5

V

Liniitations~ —

I~eliniitations~

DEFI1441tF101t4 OF 1’EltTs4S .7

~

REVIEW OF I~.ELA’FED LI’l’EIlak’FIJliE .9

Indicator ofmentally retarded children9

Educational provision or children ‘with mental retardation .10

Historical overview of educational provision and development for mentally rctarded children in

Kenya 10

Kenyan educational policies for disabled persons . 1 1

Objectives of Inclusion Inclusive Education 12

Principles of inclusion 13

Advantages and disadvantages ofinclusive education ..... 13

Barriers of inclusive education 14

How to prevent or minimize the barriers 15

Traditional beliefs and attitudes towards mental retardation 15

Factors to consider 15

Teaching methods used by teachers in teaching mentally retarded children 16

vi

Attitudes of teachers towards inclusion of children with mental retardation 17

Components of attitude 18

CHAPTER THREE 21

METHODOLOGY 21

Introduction 21

Research design 21

Area of study 21

Target population and sample size 21

Sampling procedure 22

Research instruments 22

Data collection procedure 22

Data analysis 23

CHAPTER FOUR 24

DATA ANALYSIS AND PRESENTATION 24

Introduction 24

VII

CHAPTER FIVE .31

DISCUSSION, CONCLUSION AND RECOMMENDATIONS 31

Introduction 31

Discussion of results on objective one 31

Discussion of results on objective two 32

Discussion of results on objective three 33

Conclusion 34

Recommendations 34

APPENDIX I 37

REFERENCES 37

APPENDIX II 39

APPENDIX Ill 40

ABSTRACT This study was carried out to find out challenges encountered in teaching learners with specific learning difficulties. The researcher was interested in finding out the views of different people towards the education of children with specific learning difficulties in the area, therefore qualitative approach was employed to collect data. The researcher chose Eleadteachers, teachers, parents and children with specific learning difficulties as sample population because through them relevant and appropriate information would be obtained. The researcher also used interview and questionnaire as research instruments. Interview guides were used to collect data from parents and children with specific learning difficulties because it enabled the researcher to make clarifications on some views given and make possible adjustments depending on their moods and needs. Headteachers and teachers were given questionnaires because they were assumed literate enough to handle these instruments. The findings revealed that children with mental retardation in regular schools experienced some challenges which among others included; lack of specially trained teachers in needs education to cater for their learning needs and interests, inadeqaucy of appropriate equipment and learning materials, inappropriate teaching materials and methods, negative attitudes of teachers towards the education of the handicapped children, poor pupils’ their poor attention span and interest to learn and high teacher—pupil ratio in class among others.