Influences On The Academic Capability Of The Mentally Retarded In Inclusive Primary Schools. A Case Of Mathira East Zone, Mathira East District, Kenya

ABSTRACT

The research was carried out in Mathira East zone, Mathira East district Kenya

with an aim of influencing on the academic capability of the mentally retarded in

inclusive in primary schools.

All relevant primary sources were visited in the process of gathering primary

information. A descriptive design was employed and in this case, questionnaires

and interview guides were used in the process of data collection.

The study findings revealed the following: that the majority of teachers they have

no special education training to enable them acquire skills to handle the mentally

challenged learners and that it is difficult to obtain resources for the learners with

mental retardation. The curriculum they use is not differentiated hence not

suitable for the mentally handicapped learners.

Recommendations were made which suggested that: Government policies on

special needs education be emphasized by the educational officers and provincial

administration within the zone that would help to achieve declaration of education

for all (EF A) and that schools had to be equipped with the facilities and resources

needed to handle learners with mental retardation.

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