Assessment Of Parents Surpport And Students' Performance; A Case Study Of Kombo Primary School, Chiakariga Education Zone In Thakara District Kenya

ABSTRACT This study examined the effect of parent's involvement in education on the academic performance of the mentally retarded children in public primary schools of Kenya specifically the study intended to: determine whether cultural beliefs among the parents affects the enrolment of mentally retarded children in the zone; determine whether the parents teach their mentally retarded children adaptive skills; To establish whether the parents of mentally retarded children play their role effectively as far as the education of their children is concerns and to find out whether the parents understand and appreciate the importance of taking their mentally retarded children for assessment The employed the use of descriptive approach. This means that the researcher described the data or the findings using both qualitative and quantitative approaches. The target population in this study was all the parents and teachers of mentally retarded children in the zone. Two parents of mentally retarded and teachers from each school constituted the sample selected using non probabilistic method The major findings from the study was that cultural beliefs, negligence, lack of sensitization and lack of technical skills among the parents and the teachers are the major cause of Low enrolment of mentally retarded children in the Zone. The study recommended that parents and the siblings should appreciate their little achievement in order to boost their morale. They should be allowed to socialize and interact with their peers. They should provide simulative home environment. They should give them an opportunity to learn through special education. This means that the parents should play their role effectively. Teachers of mentally retarded children should use a mortified cuniculum to accommodate the interest of these children. They should provide and enrich and friendly environment to attract such learners. Those teachers who have not under-gone special training should go for in service where they will learn new skills of how to handle these learners. They should take them for assessment

TABLE OF CONTENT

DECLARATION ................................................................................. i SUPERVISOR'S APPROVAL ............................................................. .ii DEDICATION .......................................................................................... iii ACKNOWLEDGEMENTS ..................................................................... iv TABLE OF CONTENT ............................................................................ v ABSTRACT ............................................................................................ viii CHAPTER ONE ....................................................................................... 1 INTRODUCTION ................................................................................... 1 1. 0 Introduction ................................................................................... 1 1.1 Background of the Study ........................................................... 1 1.2 Statement of the Problem ....................................................... 2 1.3 Purpose of the Study .................................................................. 2 1. 4 Objective ....................................................................................... 2 1. 5 Research Questions .................................................................... 3 J. 6 The scope of the Study ........................................................... 3 1.7 Significant of the Study ............................................................ 3 1.9 Definition of Terms ........................................................................... 5 CHAPTER TWO .................................................................................... 6 LITERATURE REVIEW ........................................................................... 6 2.0 Introduction ..................................................................................... 6 2.1 Historical Development of Special Education .................... 6 2.1.1 Neglect Period .......................................................................... 6 2.1.2 Private Tuition Period ............................................................. 7 2.1.3 Institutionalization ................................................................... 7 2.1.4 Separation Period ....................................................................... 7