Abstract:
The purpose of this research was to investigate teaching and learning difficulties that hinder academic performance of learners with mental challenges in two selected special schools of Rwanda. The study addressed the following objectives: to find out whether teaching methods used in special schools affect academic performance of learners with mental challenges, investigate challenges faced by teachers when teaching learners with mental challenges in special schools, identify whether teaching materials used in special schools affect academic performance of learners with mental challenges. The researcher used descriptive survey design. The research was conducted in two special schools of HVP GATAGARA Gikondo, kicukiro District and CENTRE HUMURA Ndera Gasabo District. The target population was Two Hundred (200) respondents that included Hundred (100) learners with mental challenges,two (2) teachers and two (2) administrators in CENTRE HUMURA and ninety (90) learners four(4) teachers and two(2) administrators of HVP GATAGARA Gikondo in Academic year 2019-2021. In this study purposive and simple sampling techniques were used to select teachers and administrators while learners were all selected because they were few in number. Questionnaires, interview guide and observation checklists were used to collect data on teaching and learning difficulties that hinder academic performance of learners with mental challenges. Descriptive statistics was used to present and analyze the results of the study. The data showed that although many respondents agreed that the teachers’ teaching methodologies were appropriate in special schools there were others who disagreed that methodology of requesting learners to do research, give source of knowledge, where there was scarcity of materials means that methods that teachers used in teaching and learning were not appropriate. Teachers revealed challenges they face during teaching in special schools as teaching materials were not satisfactory. The school management took measures of system of team working; establishing regular budget to support special education, recruitment of teachers who are trained about special education; and digital library. Teachers are recommended to be provided with in-service training in the form of workshops. Once the teachers are equipped with the necessary knowledge and skills related to the education of learners with mental difficulties, their views and perceptions towards special education for learners with mental challenges will change.
