To educate the learners and others community lack the know how to go about it.

If every individual in the country had a positive attitude toward any special learner then th9is could cover and would be a step made. The curriculum had not been modified as expected to cater for all the learners with their diverse need and if there is anything is done its is very minimal. The learning environment as well has not been modified to meet the needs of these learners including been fitted with the right resources to aid the .. learner. The mentally impaired leaner need a lot of additional time to practice pre-requisite activities for they need a lot of basic before a new activity is introduced and this has to be done in short step which may consume a lot of time which is not provided in the curriculum. The parents to the children they are not even involved in education of their children because of their negative attitude they have towards them thinking that they can not achieve. They make the learners feel segregated which can also influence the other community member to abandon the children too making them more lonely and develop a low self esteem. Identifying mentally handicapped children in an inclusive setting. A child with abnormally- large or small A child imitating rather than being creating A child who is unable to follow instruction containing more than oNe step A child with poor eye- hand coordination A child unable to learn simple game or simple classroom routine A child taking long to master a concept the children of the same age find easy to learn i.e holding a pencil well. A child who can not initiate interacting Poor body posture interfering with movement Segregation Abandonment Difficulty in learning simple skills Difficulty in learning self help skills Problem faced by learner who are mentally handicapped

Helping mentality handicapped learner in an inclusive setting

Provide training programe in daily living skill and implement them Start with very simple concept when teaching Put learning tasks into small steps, sequence then in proper order and teach one skill at a time. Designing and implement individual and academic programe Structure the academic work so that the instruction are simple. Allow more time to perform tasks Use drill and repetition Emphasis the result but not how long it takes to achieve them Always praise the child when the response is positive Ask learners to rehearse orally when they are learning Give immediate and continuous feedback for all learning activities Use attractive materials to teach and easy to work with Vary the teaching method all the time Give a guideline to the other learner on how to help the children Treat them in a balanced manner with the other learner so that it can nt bring different between the two groups. Provide any device when required Involve every parent in all issues concerning them and advice them to meet the children needs.

5.3 CONCLUSION As per the study there is a lot that the government and the community needs to do to make the life of the challenged learners a success. The community should show involvement to support these learners where else the government should also show support by ensuring that each school has a teacher trained in the area of special education from whom other should seek assistance on how to deal with issue concerning a challenged learner. It should also provide necessary materials and finding to support activities for the challenged learners 5.4 RECOMMENDATIONS

For quality education and reduce the challenges faced by the learners with special needs, the following recommendation should be considered Diagnosing and screaming the children who are challenged for proper placement e.g special school for those whose case are severe. The community should be made aware of special learners and their needs through the media, campaigns, barazas and through all other means on how to handle them cause of disabilities Teachers should modify and enrich the curriculum to suit the special needs learners. Regular school teacher should be taught in seminar by specialist on how to handle special needs learners by considering their characteristics and cause of their disabilities A subject on special need should be introduced in teachers training college and only other teacher training institute . the subject should be on the basic of SNT Adequate teaching and learning materials should be provided in al institutional with specials need learners More institution for special needs educating should be introduced or the available one like K.C.S.E to improve access the education on special needs. Learners identified to be mentally impaired should be prepared the own curriculum which give them more time to cover it. Journals should be published and released to members of the community advocating on people to children. Teachers should use attractive teaching materials and also vary the teaching methods so as to arrow the curiosity of the learners who have low attention spam. The government should be involved in modifying the school environment by assisting in funds to purchase the required devises. Learners who have low intelligent qualities or are mentally challenged should be put tight and close programmme so as to ensure that their progress is evaluated. Children who are not in any learning institution should be helped and put in leaning institution appropriate to their level of ability. change their negative attitude toward special needs

Laws which are closely followed should be set to ensure that no child is out of learning institution without a genuine reason.

The government, teachers ad parents, peer and the community at large should join hands to ensure that the above stated recommendations are implemented in order to find practical solution to develop the education of learners who are mentally handicapped. They should also aim at motivating, encouraging and advising the learners and the other community members who have been left behind on the importance of education for the mentally challenged children. References 1. Kathure (2002). Interaction of children who are intellectually challenged, Nairobi. 2. Hichu, B, (2002). Education resources in an inclusive setting, Nairobi, KISE publishers. 3. Lauren, J et al, (2009). Strategies for inclusion, jefferm city, human kinetics publisher. 4. Hegarty, (1998). Edu7cation of pupils with special needs in education (SNF) in ordinary school: Nafer w in order, Britain. 5. Krale, s, (1996) an introduction to qualitative research interviewing, London, Saga publishers 6. Ndurumo, M.M, (1998). Exceptional children development consequence and intervention, Nairobi, Lngman publisher 7. L. Quellet et al (1992). Nurse education today, Britain woodbine publishers. APPENDICES APPENDIX ONE QUESTIONER CHALLENGES FACED BY CHILDREN WITH MENTALLY IMPAIRMENT IN REGULAR SCHOOLS IN KAYOLE ZONE EMBAKASI DISTRICT Instruction Dear respondent

The purpose of this study is to investigate the challenges face by the mentally impaired learners in regular school The questionnaire is confidential and therefore dont write your name Kindly answer all questions and every answer will be kept confidential for the purpose of the research only Indicate your response of research only by ticking or writing in the space provided. Questions 1. Are their learner with mentally impaired in youors school? Yes No

2. Do the learners with mentally impaired get support from other pupils Yes No

If yes list the kind of support they give. i. ii. iii. 3. Do the learners with mentally impaired face problems when in school Yes No

If yes what problem do they encounter? i. ii. iii. 4. Are their adequate trained teachers to handle the mentally impaired?

Yes

No

5. Are there modification in the environment to suit the mentally impaired learners? Yes No

6. Do you encounter problems leaning together with the mentally impaired children Yes No Not sure

7. Is their parental involvement to support leaners with impairment. Yes No Not sure

8. Do you feel like leaners with mentally impairment can learn in regular school? Yes No Not sure

APENDIX TWO RESEARCH BUDJECT NO 1. 2. 3. 4. 5. 6. 7. ITEM Plot study Meeting and planning Onsite meal (5 members) Data collecting tools Stationary Data collection Compiling drafts AMOUNT 2,000 2,500 1,000 2,500 750 6,000 1,500

8. Sub total Emergency Grand total

Typing an binding

2,000 18,250 3,000 21,250