CHALLENGING BEHAVIOURS EXHIBITED BY LEARNERS WITH INTELLECTUAL DISABILITIES AND THEIR IMPLICATION ON EDUCATION AND ACADEMIC PERFORMANCE IN SELECTED SPECIAL SCHOOLS IN KITUI COUNTY, KENYA

Patrick M. Musau, George Mathenge Wairungu, Chomba M. Wa Munyi

Abstract


Intellectual disability (ID), once called mental retardation, is commonly diagnosed before 18 years of age. It is characterized by below-average intelligence or mental ability, as well as a lack of life skills necessary for daily living. Individuals with intellectual disability have limitations in intellectual functioning and adaptive behaviors. These limitations range from two or more standard deviations in intelligence (IQ of 70 to 75 or less) with coexisting deficiencies in two or more of the ten adaptive skills, such as communication, self-care, home living, social skills, community use, self-direction, health and safety, functional academics, leisure, and work. Intellectual disability is a cognitive impairment categorized into four types,  showing wide variation in the degree of impairment. The four types are: mild (IQ 50 to 70), moderate (IQ 35 to 49), severe (IQ 20 to 34) and profound (IQ less than 20) intellectual disabilities. The main objective of this research was to establish the types of challenging behaviours exhibited by learners with intellectual disabilities in selected special schools in Kitui County. Respondents were selected using stratified and simple random sampling techniques. The main tools of data collection were an interview schedule. The common challenging behaviours they exhibit were found to include: agitation, aggression, self-injury, disruption, distraction and destruction, inappropriate sexual mannerism, vandalism, impulsivity, temper tantrums, hyperactivity, truancy, tardiness, and social-emotional behaviors. They also exhibited difficulty following directions and not paying attention, which interferes with learning. This negatively affects their academic participation and learning in general. The intervention strategies recommended include the development and application of research-based behavior intervention strategies. It is also necessary to enhance in-service professional development training for teachers.  Further, it is important to have teamwork and collaboration. Finally, inclusive education is recommended so that typically developing peers can mentor behavior to learners with intellectual disability.

 

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intellectual disability, mild intellectual disability, intellectual functioning, adaptive behaviours, cognitive impairment, challenging behaviour, special schools

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References


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DOI: http://dx.doi.org/10.46827/ejse.v11i7.6495

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