TABLE OF CONTENTS
Declaration: ............................. .
Approval. .......................... .
Dedication: .............................. .
Acknowledgement ..................... .
CHAPTER 1: INTRODUCTION
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1. 0 Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
· 1: 1 Background information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 1
1 :2 Statement of the problem................................ 1
1 :3 purpose of the study.... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 2
1 :4 Objectives................................................... 2
. 1 :5 Scope........................................................ 2
1 :6 Conceptual framework..................................... 3
1.8 Significance of the study................................. . . . . 3
1 :9 Operational Definition of terms................................... 4
1.10. Abstract 6
CHAPTER II REVIEW OF RELATED LITERATURE
2.0 Overview....................................................... 6
2.1 Kenyan Historical Background.............................. 6
2.2.0 Effects of Mental Retardation ................................ 8
2.2.1 Intellectual functioning of the mentally retarded ............ 8
2.2.2 Personality and Social Adjustment of the Mentally
Challenged ....................................................... 9
2.2.3 Educational Achievement of the Mentally . . . . . . . . . . ..... 9
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.2 . .2 .-+ Educational Programming for Mentally . . . . . . . . . . . . . . . ... I 0
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.2.4
Attitudes towards Mentally Challenged Persons ..... .
Learning Characteristics of the Mentally ............. .
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.24. l Memory...................................................... 12
1.-+.1 Attention..................................................... 13
2.5 Teacherstraining ......................................... :. 14
2 (J Educational Goals/policies for the mentally challenged.. 15
CHAPTER III: METHODOLOGY
3: I Research approach ......................................... .
3: .2 Research Design ........................................... ..
J .J Target population .......................................... .
3.4 Sample ...................................................... ..
J.5 Sampling procedure /Technique ...................... ..
.,.6 lns\rumen\s /Tools ................ .' ...................... .
J. 7 Procedure for collecting data .......................... ..
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1.8 D a I a A na I ys1s . .............................................. .
CHAPTER IV ; FINDINGS/DAT A ANALYSIS
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4: l Data Analysis...... .. . .. . .. . .. . .. . . .. . . . .. . . .. .. . . .. . .. . . . .. . . .. . 19
( ·11APTER V : DISCUSSION, CONCLUSION AND
RECOl\11VIENDATIONS.
:'i: Discussion . .. . .. . . . .. . .. . . . . ... . .. .. . ... . .. .. . . . . ... . .. . . . .. . 27
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)__ - I C' one I us1on . .................................................. .
'i :,_ Recommendations ........................................ .
REFERENCES .................................................. .
APPENDICES ................................................... .
APPENDIX A: Time frame ................................... .
APPENDIX 8: Budget. ........................................ .
APPENDIX C: Instruments/Tools :Questionnaire ........ .
APPENDIX D: Map of the area of study ................... .
APPENDIX E : Introductory letter ........................... .
Abstract I ! Special Needs Education has been an important of instrument of addressing special difficulties' found in Learners with special needs. Mentally handicapped Learners in particular have benefited a lot with this Education Programmes. This reasrch has been indicated to investigate the impact special needs Education has made inJ this area and especially the mentally handicapped. The research 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 investigating challenges teachers encounter and how hey affect their effectiveness in assisting 1 learner with mental challenges. Teachers of the five special unit and schools were the main respondents and were able to provide the needed information. There were total of ten teachers in the five schools. The findings indicated that substantial impact has been made by special needs education on mentally handicapped learners. Various parJ•neters showed success indices ranging from 40- 80% success. In conclusion, the researcher hail:-; the good work done by the unit teachers and teacher aides i~ supporting mentally handicapped learners. However the researcher recommends that more teachers be sent to the unit to collect the t.~acherpupil retail imbalance. Also there is needs to put more effort on occupational training and a follow-up programmes be set up to ensure that those learners who drop out or get integrated into the society are well prepQred and placed.