Pedagogical constraints in the learning of upper primary children with emotional and behavioral disorders in Central Province rehabilitation schools, Kenya

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dc.contributor.authorWangeci, N. L.
dc.contributor.authorKarugu, G. K.
dc.contributor.authorRukangu, S. M.
dc.contributor.authorNjoroge, M. N.
dc.date.accessioned2015-09-18T09:13:30Z
dc.date.available2015-09-18T09:13:30Z
dc.date.issued2014
dc.descriptionJournal Articleen_US
dc.description.abstractEmotional 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.en_US
dc.identifier.citationJournal of Special Needs and Disabilities Studies Vol.1 No.2 July 2014en_US
dc.identifier.issn23052619
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/13578
dc.language.isoenen_US
dc.publisherNairobi Academic Pressen_US
dc.titlePedagogical constraints in the learning of upper primary children with emotional and behavioral disorders in Central Province rehabilitation schools, Kenyaen_US
dc.typeArticleen_US
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