Query: competency-based inclusive education mental retardation

title: Problems of teaching a foreign language to younger children with mental retardation in the context of inclusive education and ways of their solutions
abstract: The article is devoted to topical problems of teaching a foreign language to children with mental retardation in secondary schools. Foreign language teachers face many difficulties in their professional activities in an inclusive education environment. As a result, the development of inclusive processes in the education system is delayed. The authors of the article consider these problems and suggest ways and means to solve them.

title: CORRECTIVE DEVELOPMENTAL TECHNOLOGIES IN THE INCLUSIVE EDUCATION OF CHILDREN WITH MENTAL RETARDATION

title: The impact of inclusive education programme on children with mental retardation in relation with special education in rural areas Ramnad district

title: Development of social and communicative skills of children with moderate mental retardation as factors of adaptation in inclusive education

title: Emotional Disorders Among Children with Mental Retardation in Conditions of Inclusive Education

title: Analysis of Learning Barriers to Physical Education of Sport and Health for Children With Mental Retardation in Inclusive Schools
abstract: The purpose of this research is to know the implementation of physical education of sport and health in children with mental retardation in inclusion school. The study was conducted at 2 inclusive schools located in the city of Surakarta. In this study using data collection techniques in the form of interviews conducted on physical education teachers sports and health in schools inclusion, observation, and documentation. The data analysis technique used descriptive qualitative. Based on the result of the research, it can be seen that the implementation of physical and sports education for the children with mental retardation in inclusion school has several obstacles, that is: 1) the teacher's difficulty in teaching the children with mental retardation, 2) the teacher difficulties in understanding the characteristics of the children with mental retardation, 3 the teacher difficulties in modifying the learning and make the RPP for the children with mental retardation. This is because the physical and physical education teachers who are in inclusive schools do not have extraordinary educational backgrounds so that they have difficulty in understanding the character of the children with mental retardation. As well as training on the teaching strategies of children with mental retardation in inclusive schools for physical and health education teachers.

title: Effectiveness of computer assisted instruction to promote inclusive education for children with mild mental retardation with reference to teaching mathematics
abstract: Inclusive education is a current development in the process of education to accommodate all marginalized children into regular class in the nearby schools indiscriminating community, economic condition, disadvantaged due to disabilities or learning difficulties. Efforts are made to develop the strategies to implement inclusive education for the children with disabilities. In the present study an effort is made to experiment a modern strategy to teach mathematics that could promote inclusive education for Children with Mild Mental Retardation (CMMR) The objectives of the study are: Computer Assisted Instruction (CAI) elicits gainful learning behaviour in CMMR. It is helpful in promoting positive perception about inclusive education among the stakeholders. It followed quasi experimental design with pre test post test equivalent group followed by a survey. Participants of the study are 70 CMMR studying in grade I through V in 41 inclusive schools in Kolkata and North 24 Parganas districts of West Bengal. Tools used in this study are Binet Kamat Test of Intelligence, Grade Level Assessment Devices (GLAD) for Children with Learning Problems in Schools, A parallel test to GLAD, An Indigenous Software Package, Rating Scale, and Interview Schedules. The quantitative data were analyzed through nonparametric tests and qualitative data were analysed by careful coding and inferring the responses to the question and statements in the interview and rating scale. Results show that CAI has a) significant role in teaching identification money to the CMMR, b) helped achievement of various operational skills in Mathematics, c) been helpful for resistance to extinction of learning, d) promoted enhanced peer interaction by CMMR, e) improved motivation for learning Mathematics, learning other subjects, and being in the school, f) encouraged the teachers and special educators to use this as tool for instruction, g) helped to change parental perception about sociability and involvement of the CMMR in school, h) raised enthusiasm among non disabled peers to learn Mathematics and i) finally created an inclusive culture in schools. The intervention brought a new thought to the teachers, special educators and parents. This study opened questions to future researchers to find out its effectiveness in teaching other subjects through CAI and also to expand its use to teach children with other difficulties and non disabled.

title: Experiences of learners with Mental Retardation learning in an Inclusive Educational setting. A case study of Kadoma Urban in Zimbabwe
abstract: The purpose of this study was to explore the experiences of learners with mental retardation learning in an inclusive education setting in Kadoma Urban in Zimbabwe. An inclusive education setting is one that aims to remove exclusionary practices within the education system and promote education systems that accept all people irrespective of their difference. Inclusive education practices on its own is not uniquely designed for people with disabilities, but they have been adopted by most developing countries as a basic strategy to influence and enhance social acceptance and personal growth among people with disabilities. A constructivist lived experience perspective underpinned this research, in which multiple case studies were used to interact with the participants on inclusion and their experience learning in an inclusive education among learners with mental retardation, (7 participants; 2 males and 5 females) were purposively sampled. Data were collected through face to face interviews and transcribed verbatim. Three themes emerged from the inductive thematic analysis of data sources. It was found that participants were not recognising inclusive education peers without mental retardation as significant others, the study also found poor self acceptance in the participants and they reported low levels of social acceptance in their schools. The findings of this study have the potential for the inclusive communities' policy makers and researchers to better understand the attitudes of learners with mental retardation towards learning in inclusive education settings.  Inclusive education, learners with mental retardation, self acceptance, social acceptance, peers'

title: Assessment of the Government Efforts in Implementing Inclusive Primary Education to Children with Mental Retardation in Ilala District
abstract: The purpose of this study was to assess the government efforts in implementing inclusive primary education among children with mental retardation in Tanzania. The study was conducted in Ilala District, Dar es Salaam Region where there were a total of 73 respondents of whom 31(42% were males and female were 42 (58% The study had three specificobjectives: to identify government efforts in the implementation of inclusive education in Tanzania, to find out challenges facing the implementation of inclusive education to children with mental retardation in Tanzania, and to identify support services for children with mental retardation in inclusive primary education in Tanzania. The study adopted two major theories (i.e. The needs and rights based theories) which were ideal in building up the sustainability and all inclusive measures in ensuring children with mental retardation access their educationalrights.The study noted, factors that contribute to poor enrollment of children with mental retardation to primary education which include) lack of involving all stakeholders at planning stage of intervention strategies, ii) lack of public awareness on the educational needs and rights of children with mental retardation, iii) lack of monitoring and follow up of the designed child protection policies and iv) programmes and lack of commitment of implementing designed strategies (inclusive education) The study concluded that children needed to be recognized to enable them obtain their educational needs effectively. It was further noted that, there was a need of raising public awareness on the need of educating children with mental retardation. The study recommends that, there is a need to incorporate all stakeholders such as social workers,teachers, parents and religious leaders in order to come up with sustainable implementable plans that will ensure children with mental retardation access inclusive education.

title: PRACTICES OF INCLUSIVE EDUCATION FOR SCHOOL STUDENTS WITH MENTAL RETARDATION
abstract: Stat'ia znakomit s sovremennymi praktikami inkliuzivnogo obrazovaniia shkol'nikov s umstvennoi otstalost'iu. Otmechaetsia neobosnovannost' etikh praktik. Eto obuslovleno tem, chto pri umstvennoi otstalosti rebionok ne mozhet dostich' urovnia obshchego i rechevogo razvitiia, blizkogo k vozrastnoi norme. Soderzhanie obrazovaniia, realizuemoe v massovoi shkole, ne orientirovano na udovletvorenie osobykh obrazovatel'nykh potrebnostei etikh shkol'nikov. V rezul'tate deti s umstvennoi otstalost'iu ne mogut uspeshno ovladevat' neobkhodimym minimumom akademicheskikh znanii i sotsial'nymi kompetentsiiami. Tselesoobrazno, chtoby rebionok s umstvennoi otstalost'iu poluchal netsenzovoe obrazovanie v spetsial'noi shkole ili spetsial'nom klasse, funktsioniruiushchem v massovoi shkole. Nalichie spetsial'nykh klassov v strukture massovoi shkoly pozvoliaet obespechit' poluchenie det'mi s umstvennoi otstalost'iu kachestvennogo obrazovaniia, a takzhe obogashchat' zhiznennyi opyt rebionka cherez ego reguliarnoe vzaimodeistvie so zdorovymi sverstnikami.