Pedagogical constraints in the learning of upper primary children with emotional and behavioral disorders in Central Province rehabilitation schools, Kenya
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Date
2014
Authors
Wangeci, N. L.
Karugu, G. K.
Rukangu, S. M.
Njoroge, M. N.
Journal Title
Journal ISSN
Volume Title
Publisher
Nairobi Academic Press
Abstract
Emotional and behavioral disorders have been recognized as a problem in special education
globally. In spite of this fact, a study conducted by U ESCO 1985 indicated that in Eastern
and Southern African countries only Kenya and Zimbabwe have educational programmes
for these children. The most utilized system in Kenya is Rehabilitation Schools as stipulated
by Children's Act [ CAP 586] of the laws of Kenya. These Rehabilitation Schools take a few
of these children who have been regarded by schools as too difficult to teach, and have also
violated legal codes, have been caught and adjudicated, a transient solution since these schools
do not offer them enough in terms of special education necessary for children with special
needs. Hence, the main objective of this study was to look at the pedagogical preparation of
teachers and to make recommendations for improvement of learning in these schools. Twelve
different questionnaires were administered to 4 Head teachers, 12 Teachers and 90 Children.
Findings revealed in part were that there was inadequate pedagogical preparation of teachers
in Rehabilitation Schools. The study therefore proposed that teachers should be adequately
trained and in-serviced in special needs education so as to improve learning in these schools.
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Citation
Journal of Special Needs and Disabilities Studies Vol.1 No.2 July 2014