Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.12306/7801
Title: Factors affecting teacher’s implementation of educational interventions for mentally retarded children in selected regular schools in Miriu zone of Rachuonyo district, Kenya
Authors: Walter, Ndede Owino
Keywords: Special needs
Teacher’s implementation
Educational interventions
Mentally retarded children
Regular schools
Rachuonyo district
Issue Date: Aug-2009
Publisher: Kampala international international: College of Education, open and distance learning
Abstract: This research was conducted to determine the factors affecting teacher's implementation of educational intervention in regular primary schools in Mirui zone East Karachuonyo Division Rachunyo district of the republic of Kenya. There are 17 primary schools of which 9 were randomly sampled to be target schools for the study. In the 9 sampled schools 65 teachers were found be present. Only 8 teachers have qualified to have qualified to handle learners with disabilities in regular primary schools. 28 learners were identified to be learners with mental retardation learning alongside other normal learners. The research targeted the teachers and school administrators for more information on factors affecting the implementation of educational intervention for learners with mental retardation in regular primary school setting. The tools used were oral interviews and questionnaires for the teachers and head teachers. The data collected and interpreted revealed that these categories of learners are found in regular primary schools. It was also found that teachers are faced with a lot of challenges when implementing educational intervention for learners with mental retardation. These learners do not get the quality of education they deserve due to several factors within and outside the school. The researcher therefore recommended that head teachers, teachers, and parents should work together as a team to solve some of the challenges. The government should also be made aware of the challenges and their input sort. More incentives should be availed to teachers so as to have more teachers trained to handle learners with special needs in regular primary school.
Description: A research report submitted in partial fulfillment of the requirement for the award of the degree of bachelor of education in special needs of Kampala international university Kampala Uganda
URI: http://hdl.handle.net/20.500.12306/7801
Appears in Collections:Bachelor of Special Needs Education

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