Educational Problems Encountered By The Physically Handicapped Children In The 8-4-4 Curriculum In Nkubu Division, Meru Central District-Kenya.

TABLE OF CONTENTS

Topic Page

Declaration .

Atpproval Sheet • ii

Acknowledgment iii

Akbstract 1”

THE PROBLEM AND ITS SCOPE

I?4’1’ROI)U(~I’ION 1

Rationale ofthe study 1—3

Purposeofthestudy 3

l’hcor3r 35

ReviewoftheRelated Literature 5-10

SigniflcanceofthcStudy 10-li

Objectives 11

StatcmentofthcNullHypothesis 12

RESEARCH METHODOLOGY

Desigii 13

Environment 13

Respondents 13

Instruments 13

Data Collection Procedures 13

Statistical Treatment of Data 14

DefinitionofTerms 14

ResultsandDiscussions 15-32

C’onclusion 32—33

Recommendations 33-34

Bibliography 34-35

Appendices

Appendix A: Transmittal Letter

Appendix B: Questionnaires

Appendix C: List ofTables

Appendix D: Map of Kenya

ABSTRACT

The purpose of this study was to determine the educational problems

encountered by the physically handicapped children in the 8-4-4 curriculum.

The researcher used quantitative research approach with preference to

survey method to determine the educational problems encountered by the

physically handicapped children in the 8-4-4 system.

The study was conducted in Nkubu Division, Meru Central District Kenya in

three selected primary schools, which included Ntharene, Nkubu and Muguru.

The schools are in the same area and cater for children with Special Needs in

Education.

The study involved 300 pupils- 100 pupils from Nkubu, 100 from Muguru

and 100 from Ntharene Primary Schools.

The information was gathered through use of questionnaires given to the

respondents who in this care were pupils, parents and head teachers. This study

the researcher employed two techniques namely: observation and

questionnaires. Questionnaires were open-ended whereas some were close

ended type. The researcher visited the three schools, gave them questionnaires to fill and later collected them in person. The researcher analyzed results and discussion by use of percentage responses. According to the research, the result showed that there are no specially trained teachers, negative attitudes by the teachers and parents, lack of special schools, lack of facilities, poverty, the general environment not adapted and the 8-4-4 curriculum being bulk and heavy to be easily accommodated by a physically handicapped child. The researcher recommended many more teachers to be trained and equipped with adequate skills, social and knowledge of handling these children. These teachers will be in-serviced by special itinerant specialist on how to make some teaching and learning and mobility devices. The Ministry of Education be consulted with the view of redrawing the curriculum to suit the disabled in the areas they find difficulties. Also special schools for the physically handicapped be build. Rehabilitation services be initiated or borrowed from other districts like Embu, Nyeri and Tharaka Nithi.