FACTORS INFLUENCING MENTAL RETARDATION CHILDREN EDUCATION

CHAPTER ONE

INTRODUCTION

Background of the study

Education for children with special needs and disabilities in Tanzania started in 1950s with children with visual impairment (Mnyanyi, 2014; Kapinga, 2013). For children with mental retardation started in late 1980s education for mentally retarded children started in Kongowe primary school in 2000. The question is what factors influence access to education? Do children with mental retarded brought in the same way as other children? If not what factors influence their enrolment, school participation and completion? This study is set around investigating factors influencing access to education for mentally retarded children.

The Education and Training Policy of 1995 stipulates that, as much as possible, children with special needs be educated in mainstreamed or integrated classrooms. The point is that, pupils with special needs who are integrated with the other pupils enjoy the social and academic services with their peers who are not with disabilities. It is from this background that the Ministry of Education launched a pilot program on inclusive education in 1998. Mitchell (2008) emphasizes that the success of inclusive education depends heavily on the ability of regular teachers in implementing the general curriculum which is used in teaching the main streamed students. Regular teachers should have the capacity and willingness to make appropriate adaptation of the curriculum, to use effective teaching strategies and manage the inclusive classrooms in such a way that each student regardless of disabilities, benefits from what is being taught. Based on this all stakeholders of education such as teachers, parents and education officials should presents major challenges facing pupils with mental retardation and suggest comprehensive school reforms to overcome the hindering factors for achieving better education, by this regard study intends to come out with findings which will contribute to better provision of primary education for pupils with mental retardation.

Statement of the Problem

UNESCO (1998) reports that even in countries where policies emphasize compulsory education, children with disabilities do not attend school due to limited provision or lack of strict rules enforcement for these groups. In Nigeria, since 2000 there has been an increase in enrolment for children with and without disabilities in primary schools. This has been attributing to an increase in awareness and change of attitudes by parents, teachers and the general public towards educating children, including those with mental disabilities. Taking into consideration the challenges facing primary education i, such as low budget, inadequate infrastructure, inadequate teaching and learning materials and few teachers (Mmbaga 2002, Mahenge, 2004, Mlekela, 2004), one wonders whether or not government plans and budgets consider children with mental disabilities.

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Step 1: make payment of N2,000 to the below bank details


NAME:                       TITUS AYANI SOLA
BANK:                       FIRST BANK PLC
ACCT NO:                  3111741042
ACCOUNT TYPE:       SAVINGS
AMOUNT:                  N2000

NAME:                       TITUS AYANI SOLA


BANK:                       GTB BANK
ACCT NO:                  0262412831
ACCOUNT TYPE:       SAVINGS

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Updated: 8th December 2019 — 12:49 pm

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