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dc.contributor.authorMaina, Hannah Njeri
dc.contributor.authorMuthee, Jessinah
dc.contributor.authorMurungi, Catherine
dc.date.accessioned2021-02-18T11:32:44Z
dc.date.available2021-02-18T11:32:44Z
dc.date.issued2019
dc.identifier.isbn978-6138837848
dc.identifier.urihttps://www.amazon.com/Curriculum-transition-Intellectually-Challenged-learners/dp/6138837843
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/21533
dc.description.abstractMajority of children with intellectual disability continue to be in special schools irrespective of their age, ability and the duration of schooling. As a result they rarely leave school to join the community as a productive member of the society; where as the ultimate aim of special education is employability and independent living. People believe that persons with intellectual disability are not capable of obtaining and holding a job. This is not true, even though employment rate for adults with intellectual disability are minimal especially for young ladies with intellectual disability. It is out of the challenges faced by learners with intellectual disability in transiting from school to work that the research was conducted intending to investigate whether with appropriate planning and coordinated training, individuals with intellectual disability can secure and maintain meaningful and gainful employment.en_US
dc.language.isoenen_US
dc.publisherScholars' Pressen_US
dc.subjectIntellectually Challenged learnersen_US
dc.subjectCurriculum transitionen_US
dc.subjectlearners with Intellectual Disabilityen_US
dc.titleCurriculum and Transition for the Intellectually Challenged Learners: Effects of Curriculum on Transition to the World of Work of Learners with Intellectual Disability from Special Schoolsen_US
dc.typeArticleen_US


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