Implementation of Physical Education to the Mentally Retarded: Constraints Encountered by teachers in Nairobi.
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Date
2012-04-16
Authors
Okoko, Janet Mola
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Abstract
This study investigated constraints teachers encountered while
implementing the current Physical Education (P.E) programme to mentally
retarded learners in Nairobi. This was done by examining the provision.
sui tabi 1 ity and adequacy of requi red resources such as; tra i ned
teachers. equipment and facilities. time allocated for a lesson. P.E.
syllabus. textbooks and other relevant materials for mentally retarded
1 ea rners . The respondents were a 1 so requested to offer. on bas is of
their experiences. suggestions on how future planning and implementation
of P.E. to the mentally retarded could be improved.
The study was conducted in 20 institutions with mentally retarded
learners in Nairobi. The study sample consisted of 44 teachers. 20
headteachers. one school inspector of i nst i tut ions wi th menta lly
retarded 1 earners and one tutor for P. E. at the Kenya Institute of
Speci a 1 Education (K. I . S . E. ) . Ten out of the twenty surveyed
institutions. were used for observation and completion of checklist on
the ava il abil i ty. adequacy and appropri ateness of P. E. equi pment and
facilities.
The study was a survey utilizing questionnaires. interview
schedule. observation schedule and a checklist. Data obtained from the
research instruments was analysed using frequencies and percentages.
Findings of the study were as follows:
(i) Majority (66.7%) of the teachers were not specially trained to
handle mentally retarded learners.
(ii) Most of the teachers reported that the objectives of the approved
P.E. syllabus were difficult to interpret and achieve with regard
to mentally retarded learners. (
iii ) The availability. suitability and maintenance of P.E. equipment
and facilities were issues of concern to the teachers.
(iv) There was lack of uniformity in the duration used to teach P.E. to
mentally retarded learners in various institutions. Most teachers
found the standard time 30 - 35 mi nutes too short for teachi ng
P.E. to mentally retarded.
Results revealed that P.E. to mentally retarded was constrained
by: inadequate teaching and learning resources. negative attitude
of both administrators and teachers. learners' handicapping
condition and occasional bad weather.
The fo 11 owi ng recommendations were made on the strength of the
findings:
a) There is need for Kenya Institute of Education (K.I.E.) to do
an in-depth evaluation of the programme and come up with a
suitable syllabus geared towards the need of mentally
retarded learners.
b) A review should be carried out on the current curriculum for
training teachers in special education especially the
teachers handling mentally retarded learners.
c) The Ministry of Education and Human Resource Development
should ensure that the policy regarding Education Programmes
and placement of mentally retarded learners in educational
institutions is reviewed and implemented to ensure
appropri ate placement of 1 ea rners of different 1 eve 1 s of
retardation and varying ages.
d) Teachers specially trained to handle mentally retarded
learners should be motivated so that their high turnover from
the institutions is reduced.
Description
Department of Educational Management Policy & Curriculum Studies, 121pg. 1998.
The LC 4611.O38
Keywords
Mentally Handicapped Children--Education--Dance//Mentally handicapped children--Education (Elementary)//Mentally handicapped children--Life skills guide