Abstract:
The study examined teacher competences in teaching learners with intellectual disability in
Magola sub – county, Tororo district.
The study was guided by the following objectives; to find out the methods used by teachers’ in
teaching learners with intellectual disabilities in inclusive schools, to establish challenges
experienced by teachers in teaching learners with intellectual disabilities and seek
respondents’ views on the strategies to improve on teachers’ competence in teaching learners
with intellectual disability in Magola sub – county.
The study used qualitative approach and cash study design purposive sampling techniques to
select participants. The participants of the study were teachers and learners with intellectual
disability
Data was collected using interview method, data collected is presented in relation to
objectives.
The major findings of the study are; learners with intellectual disability are included in
inclusive schools and teachers use various methods like learner centred method,
individualized educational programme, task analysis and multisensory methods. They also
found out that challenges experienced by teachers in teaching learners with intellectual
disability in inclusive schools include; in adequate disability in inclusive schools include;
inadequate support and few special needs trained teachers.
The study therefore recommends that; organization of refresher trainings, limitation of
teacher talk classroom and flexibility in supporting learners as ways to improve teacher
competence.
