Challenges Experienced in Teaching Daily Living Skills to Learners with Mental Retardation

Autor/inn/en	Ruteere, Rosallin Kananu; Mutia, Jacob Mpekethu; Mwoma, Teresa; Runo, Mary
Titel	Challenges Experienced in Teaching Daily Living Skills to Learners with Mental Retardation
Quelle	In: Journal of Education and Practice, 6 (2015) 18, S.159-163 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2222-1735
Schlagwörter	Daily Living Skills; Intellectual Disability; Teaching Methods; Questionnaires; Special Education Teachers; Observation; Check Lists; Qualitative Research; Statistical Analysis; Foreign Countries; Teacher Competencies; Independent Living; Skill Development; Faculty Development; Barriers; Educational Resources; Elementary School Teachers; Elementary School Students; Kenya + Suchen Sie Ihr Suchwort? Alltagsfertigkeit; Intellect; Disability; Disabilities; Verstand; Behinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Fragebogen; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Beobachtung; Checkliste; Qualitative Forschung; Statistische Analyse; Ausland; Lehrkunst; Selbstverantwortung; Kompetenzentwicklung; Qualifikationsentwicklung; Bildungsmittel; Elementary school; Grundschule; Volksschule; Kenia
Abstract	The aim of this study was to establish the challenges encountered when teaching daily living skills (DLS) to learners with mental retardation (MR). The study used purposive sampling to select the sub-county, special units, learners and teachers. The target population in this study was eighty four respondents. The sample for the study was the same as the target population. The study used semi-structured questionnaires for teachers and head-teachers, and observation checklists for learners. The study was carried out in special units for learners with MR in public primary schools in Kasarani sub-county, Kenya. The data was analyzed using qualitative and quantitative methods. The findings of the study showed that learners with MR were not taught DLS effectively. The study also found out that seventy-eight percent (78%) of teachers in the units for learners with MR were not trained to teach such learners. Only 22% of the teachers were trained in the area of MR. The findings showed that forty-eight (80%) of learners did not get sufficient DLS to enable them live independently. Consequently, the study concluded that learners were not taught DLS appropriately to enable them live independently. The study recommended that the government should develop cost-effective training for teachers in the area of MR to curb the problem of understaffing and ineffective teaching. It also recommended that schools with special units need to be headed by teachers who are specialists in the area of MR because they can understand the needs, abilities and interests of learners with MR and provide appropriate learning environment as well as offering necessary support to the teachers in the units. (As Provided).
Anmerkungen	IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://iiste.org/Journals/index.php/JEP
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01