EFFECT OF TEACHER PREPAREDNESS ON MENTALLY HANDICAPPED LEARNERS’ PERFORMANCE IN KENYA:

Abstract

This research investigates the educational landscape for mentally challenged learners in Nyamaiya Division, Nyamira County, Kenya, focusing on teacher attitudes, academic qualifications, and available facilities. Utilizing a mixed-methods approach, data was collected through surveys and interviews from 78 head teachers. The study explores the attitudes of teachers, their academic qualifications, and the adequacy of facilities for mentally challenged learners. The findings reveal a predominance of male head teachers and a concerning lack of specialized classrooms and resources. Teachers' attitudes, while generally positive, indicate areas for improvement. Furthermore, limited access to assistive technologies and negative attitudes from regular students are identified as challenges affecting the academic performance of mentally challenged learners. The study recommends targeted training programs, increased resource allocation, awareness campaigns, and the establishment of a collaborative support system to address these challenges. The findings contribute valuable insights to the discourse on inclusive education, emphasizing the need for concerted efforts to create an environment where all learners can thrive.