TABLE OF CONTENTS
DECLARATION 11
APPROVAL 111
ACKNOWLEDGEMENT 1v
ABSTRACT VI
TABLE OF CONTENTS vn
CHAPTERONE I
INTRODUCTION I
1.0 Background of the study I
1.1 Guiding Theory 3
1.2 Statement of the Problem 5
1.3 Purpose of the Study 5
I .4 Objectives of the Study 5
1.5 Research Questions 6
1.6 Scope. 6
I. 7 Significance of the Study 6
1.8 Definition of Terms 7
ACRONYMS 9
CHAPTER TWO 10
LITERATURE REVIEW I 0
2.0 Introduction I 0
2.1 Definition of Mental Retardation IO
2.2 Classification of Mentally Retarded Children I 0
2.3 Causes Of Mental Retardation 11
2.4 Identification Of Mentally Retarded Children 11
2.5 Assessment. 12
2.6 Educational Challenges Faced By Children With Mental Retardation 12
2.7 Challenges Faced By Teachers Who Teach Mentally Handicapped Children 13
2.8 Teaching Strategies For Mentally Handicapped Learners 15
2.9 Success Indices 16
CHAPTER THREE 17
METHODOLOGY 17
Introduction 17
Research Design 17
Data Collection 17
Research Instrument 17
Sample Size 17
Sampling technique 18
Data Analysis 18
CHAPTERFOUR 19
DATA PRESENTATION, INTERPRETATION AND ANALYSIS OF FINDINGS 19
Introduction I 9
Challenges facing mentally Handicapped Learners. 20
4.2. Teaching/ Training Strategies used to address identified difficulties 23
4.2.1 Mode of Instruction 24
Vil
Learning Outcomes
C H A P T E R FIVE
DISCUSSIONS, CONCLUSIONS AND RECOMMENDATIONS
5.0 Introduction
5 .1 Discussions
Recommendations
REFERENCES
Vlll
ABSTRACT Mentally handicapped learners in particular have benefited a lot with this educational programme. This research has been initiated to investigate the impact special needs education has made in this area of disability. The researcher used survey method and employed questionnaire as a technique to ask relevant questions. The answers provided were in quantitative form. Investigation was mainly centered on finding the difficulties of mentally handicapped learners understanding the approaches used by teachers to address difficulties identified. and assessing the learning outcomes on this educational programme. Teachers of the involved special units were the main respondents and were able to provide the much needed information. There were a total of 10 teachers in the five schools. ln conclusion the researcher hails the good work done by the unit teachers and the teacher aides in supporting mentally handicapped learners. However the researcher recommends that more teachers be sent to the units to con-ect the teacher - pupil ratio imbalance. Also there is need to put more effoti on occupational training and a follow up programmes be set up to ensure those learners who drop out or get integrated into society are well placed. VI
