| dc.description.abstract | The purpose of this study was to evaluate the current status of public primary
schools in teaching learners with mild mental retardation. The researcher
sampled views of teachers on the situation currently obtaining, and assessed the
availability, adequacy and adaptability of instructional resources and their
effective utilization in schools in view of the educational, social, psychological
and emotional needs of learners with mild mental retardation. Field education
officers gave views on policy guidelines on inclusion o'f learners with special
needs into regular schools. U~ng simple, random sampling technique, 6 public
primary schools with a total enrolment of 3068 learners and 74 teachers were
sampled from Yatta Division. Area Education Officer (AEO) and :the
Educational Assessment and Resource Centre (EARC) Coordinator Yatta
District were purposively sampled. Data collection instruments were a
questionna.,i.-r-e--, for teachers, interview schedules for head teachers, .the AEO and
the EARC coordinator.r Observation schedule for schoo s was used to collect
data on the current status of schools' resources and their adaptability to
appropriate learning environment for learners with mild mental retardation in
the regular schools. Collected data Were placed under major themes identified
by developing a coding system and placing all the coded materials under the
major themes for interpretation. Frequencies and percentages were employed to
complement description. Narrative passages were used to convey the findings
of the analysis. The findings showed that there were significant relationships
between professional training of teachers and effective inclusion of learners
with mild mental retardation in regular schools. Though aware of the policy
framework on inclusion, teachers were not prepared for this new set of
learners. The available resource materials were inadequate and needed
adaptation to suit the diverse needs of the learners for effective inclusion.
Special Services are hardly offered in regular schools and this adversely
affected effective inclusion of learners with mild mental retardation in primary
schools in Yatta District. The findings showed a perfect correlation between
teachers' professional training and their views on the best option for effective
placement of learners with mild mental retardation in regular primary schools.
The study objectives concurred with the research findings as it established that
inclusion of learners with mild mental retardation will only succeed if teachers
were professionally trained in SNE. It is recommended that MOE review
primary teacher education and primary school curriculum as well as
implementing SNE policy. | en_US |
