A study of problems faced by teachers in teaching the mentally retarded children in Kisii district: a case study of Kisii special school for the mentally retarded children
The main purpose of this research project was to find out problems faced by teachers teaching the mentally retarded children: A case study of Kisii Special School for the mentally retarded children in Kisii District. The problems were identified by looking into the following aspects: a) Identification criteria for admission b) Teaching methods c) Rewards, play, materials and equipment for the mentally retarded children d) Parents, teachers and community attitudes towards the mentally retarded children e) Integration of the mentally retarded children into normal schools. The study was conducted in Kisii special School for the mentally retarded children only, simply because the study was a case study. Kisii Special School had 8 teachers but only 7 were involved in the study. Questionnaires for teachers and observation schedule were used as study instruments. The questionnaires for the teachers were administered and collected by the researcher personally. The findings arrived at after conducting the study are given below: a) All teachers teaching at Kisii Special School are staying far away from school. Every morning they have to walk long distances to school sometimes they arrive at school late and this affects their teaching. b) All the teachers felt that the attitudes of parents and the community towards the mentally retarded children are negative. As a result parents and the community do not give or offer the support needed to the school to enable the teachers to teacher effectively. c) In connection with aides, the researcher found out that the aides employed were so few in comparison with the number of pupils and classes. Some classes didn't have an aide. This forced the teachers to go and attend to individual needs of pupils, which wasted a lot of time, which could have been utilized in teaching if an aide was present. d) All teachers admitted that there was an identification criteria for admission. All also admitted that age is a criteria for admission. e) Some agreed that the level of retardation was considered, and others indicated that sex and ability were considered criteria for admission. This simply implied that there was no specific and clear identification criteria. f) There are other problems, which were faced by teachers. These were related to finance, lack of facilities, lack of materials and equipment, lack of motivation, lack of co-operation and overworking.