Impact of Special Needs Education On Mentally Handicapped Learners in Malindi District Kenya.

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

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Learning Outcomes

C H A P T E R FIVE

DISCUSSIONS, CONCLUSIONS AND RECOMMENDATIONS

5.0 Introduction

5 .1 Discussions

Recommendations

REFERENCES

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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