A STUDY OF STUDENT WITH LEARNING DISABILITY IN SOME SECONDARY SCHOOLS IN ABUJA MUNICIPAL AREA COUNCIL, FEDERAL CAPITAL TERRITORY. NIGERIA.

Samson Osalumese Aigbe?????????????????????????????????????????????????????????????????????????????????????

M.A Education (Leadership and Management Pathway)???????

University of Derby, UK??????????????????????????

Mary Adesuwa? Aigbe

B.Ed in Social Study

University of Abuja, Nigeria.

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ABSTRACT

This study focus attention on students with learning disabilities (i.e. slow learners) in some secondary schools in Federal Capital Territory, Abuja. The study is undertaken with the aim of finding out the attitude of teachers towards the slow learners, the effect of teacher’s attitude towards slow learners and the pupils.? The study sample will focus on some schools in the Federal Capital Territory of Nigeria, more specifically Karu area council. Four secondary schools were studied. The research sample method will be used to select the most suitable data for this research. The research will also relate the major findings, the way teachers handle the pupils (slow learners) in secondary schools, conclusions will be made to improve the attitudes of teachers towards slow learners in secondary schools.

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KEYWORDS

Slow learners, teachers, attitudes, intelligence quotient, pupils, qualifications.

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INTRODUCTION ?

Slow learners are students with restricted educational capabilities stemming from various factors. The term "slow learner" is an updated description replacing the terms "mentally retarded" and "Educationally Subnormal" (E.S.N).

As per the 1997 national education policy in Nigeria, the government aims to ensure equal educational opportunities for all citizens across primary, secondary, and tertiary levels, within or outside formal educational systems (Akanbi & Jekayinfa, 2019). Slow learning in students can stem from diverse factors such as cognitive ability, parental lack of education, insufficient parental support, or cultural challenges experienced by children aged 2 to 6 years (Menheere & Hooge, 2010). Additionally, mental health issues among students can also contribute to slower learning. These factors represent some of the various causes behind students experiencing difficulties in learning.

To ensure the realization of the government's education policy for all Nigerian citizens, mandatory schooling begins at the age of 6. Children, like adults, exhibit diverse traits worldwide (Flewitt, 2005). Among them, some display exceptional gifts, beauty, intelligence, and quick comprehension, while others might seem less sharp and less aesthetically pleasing, often termed as "slow-learners." Factors contributing to this include hereditary traits, illness, environmental influences, and inadequate upbringing. This assignment aims to identify the challenges faced by slow learners and devise effective educational methodologies to enhance their integration into society.

Tomlinson (2013) defines children who, due to various reasons, lag in their academics and necessitate specialized teaching as 'Educationally Sub-Normal' (E.S.N). Halpern (2013) emphasizes the significance of cultivating fundamental learning skills like concentration, perception, memory, and logical thinking to address these challenges, thereby enhancing performance in reading, spelling, and mathematics. Audiblox is advocated for both gifted and less gifted students, offering a method applicable across various age groups and suitable for both home and school settings. This reflects a shifting trend in teachers' attitudes toward students with learning disabilities. Nonetheless, there remains a considerable imperative to ensure the attendance of students with learning disabilities in schools and to train additional personnel adequately equipped to support such children.

The study aims to address the following research inquiries: i) How do teachers perceive students with learning disabilities? ii) What are the outcomes of acknowledging and accommodating slow learners? iii) How do socio-cultural and economic factors impacting slow learners' backgrounds affect their academic performance? iv) What observable behaviours do slow learners typically exhibit within the classroom setting?

LITERATURE REVIEW

Educators and psychologists have increasingly employed the term "slow learners" (Brown, 2017). Nonetheless, there arises a curiosity about the precise definition of a slow learner and the primary traits associated with this label. This study aims to investigate the correlation between teachers and slow learners within an educational setting by initially delving into the definition of slow learners.

Darling-Hammond (2015) described slow learners as individuals whose academic performance consistently falls significantly below the expected average, requiring specific attention and additional support within the regular school system to meet the anticipated standards.

Kathirisetty et al. (2022) suggest that a common way to define a slow learner is through classification techniques applied to individuals' intellectual abilities measured by intelligence quotient (IQ) assessments. These IQ measures typically span from 50 to around 150 or higher, with an average score of 100. Within this range, the IQ of the majority of individuals (about 99%) is situated. Marwaha's findings (2015) indicate that approximately 68% of people possess IQ scores within the average range, falling between 85 and 115. It can be inferred from psychologists' classification that individuals categorized as slow learners tend to have an IQ within the range of 68% to 85%.

Attitude of teachers towards slow learners.

Cornoldi et al. (2018) conducted a comparative study focusing on the perceptions of teachers and students towards mentally challenged pupils in school settings. The research aimed to assess if these attitudes affected the teaching and learning processes within the school environment. The study revealed that the attitudes of both teachers and students towards children with learning disabilities in urban areas could significantly impact these children. According to the study, a positive and compassionate attitude displayed by teachers towards these learners could facilitate their comprehensive development, while a negative and unsympathetic attitude could hinder their progress.

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Slow learner in secondary school.

Flores (2007) elucidates that teachers encounter challenges when dealing with students who fall behind their peers in academic performance. These students struggle to derive educational benefits within the classroom setting owing to facial attributes, lack of engagement, and their inability to respond adequately to basic questions. As a result, these students are considered a substantial burden to the school community.

Identifying slow learners

Dibia and Ajoku (2018) assert that while the intelligence test is a commonly employed tool to identify slow learners, alternative methods exist. One such method involves classroom observation of pupils. Teachers can assess a child's learning pace by observing their responsiveness and ability to answer questions in class, providing valuable insights into whether the child might be experiencing difficulties in learning.

Characteristics of slow learners

Generally, slow learners might exhibit certain traits that can vary based on their age and the extent of their difficulties in acquiring knowledge within an educational setting (Gros, 2007). According to Bodang and Lengkat (2021), these students often demonstrate immaturity in their interpersonal relationships and struggle academically. They tend to approach complex tasks slowly and face challenges in completing them. Additionally, they may encounter difficulties in time management, struggle to apply previously learned knowledge to different tasks, and experience issues with transferring information from one task to another.

Catering for slow learners in teaching

As observed earlier, slow learners diverge significantly from their higher-intelligence counterparts, prompting psychologists and educators to propose various teaching methodologies (Dunlosky et al., 2013). Programmed learning is identified as a beneficial approach for instructing slow learners due to its structured format, presenting a series of individualized items, each focusing on a distinct concept. This method offers immediate feedback by providing answers to questions posed for each item, thereby serving as reinforcement. It has been noted that slow learners find this method of test arrangement particularly engaging and enjoyable.

As observed earlier, slow learners diverge significantly from their higher-intelligence counterparts, prompting psychologists and educators to propose various teaching methodologies (Dunlosky et al., 2013). Programmed learning is identified as a beneficial approach for instructing slow learners due to its structured format, presenting a series of individualized items, each focusing on a distinct concept. This method offers immediate feedback by providing answers to questions posed for each item, thereby serving as reinforcement. It has been noted that slow learners find this method of test arrangement particularly engaging and enjoyable.

How to improve the language development problem of the student at the school level

The language development problem of a child at school level can be improve by

·???????? Instruct the teachers to enunciate words clearly to the students and request the students to echo or repeat those words. (O'Connor, 2014).

·???????? Educators ought to utilize visual tools as it aids students in better comprehension and facilitates longer retention of information. (Nait Chabane et al., 2017).

·???????? ?Educators are encouraged to utilize flashcards as a teaching tool for complex or challenging vocabulary.

·???????? Use a memory card and memory games.

·???????? Educators involve students in classroom discussions as part of the teaching approach.

·???????? Encouraging storytelling in the classroom setting is recommended.

·???????? Dramatic activities

·???????? Oral questions and answers

·???????? The ability to recognize difficulty pictures.

·???????? Listening and understanding skills should be developed.

·???????? Reading with meaning.

METHODOLOGY

The research methodology employed is a survey conducted to assess teachers' attitudes toward slow learners. The investigation involves gathering data exclusively from chosen secondary schools within the Karu area council. Forty teachers participated, while the study encompassed a student population of one hundred pupils drawn from these selected schools.

The research population includes all secondary school students and teachers within the selected area council.

The sample consists of four schools, forty teachers, and one hundred pupils within the study area. The sampling method employed systematic selection, choosing four schools from a total list of seventy schools in the council.

This study utilized both primary and secondary methods for gathering data. Data collection involved employing questionnaires and personal observations. These tools were intended for selected teachers across junior and senior secondary school classes within the sampled schools. The questionnaires comprised direct queries necessitating YES or NO responses, along with prompts for teachers' opinions in the selected classes. The primary aim was to ascertain the perspectives of teachers regarding slow learners and to provide support and encouragement to these students.

The findings obtained from the questionnaires were employed in the analysis of the study. The table displays the total number of participants who responded to the distributed questionnaires among the teachers in the area council.

DISCUSSION

As educators aim to shape the students' moral, social, and intellectual development, they must take the following aspects into account:

·???????? ?The educator should establish interpersonal connections with the students.

·???????? To effectively teach their subjects, teachers need a comprehensive understanding of the material, aligning with Flynn's (2007) perspective that educators should possess the ability to pose philosophical questions to slow learners.

·???????? Teachers’ ought to facilitate opportunities for student interaction, enabling slower learners to engage with their peers who grasp concepts more quickly, as suggested by Robinson and Kakela (2006).

·???????? Teachers' attitudes towards slow learners should revolve around focusing their discussions on the subject matter at hand.

·???????? Teachers' attitudes towards slow learners should aim to support and uplift them, avoiding any disdain for their inability to match the pace of their peers, as suggested by Robinson and Kakela (2006).

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IMPLICATION OF THE STUDY

Viewing the consequences of treating slow learners with respect can be interpreted from various angles. Instead of solely showing respect, when a teacher identifies a slow learner, it's essential to encourage them systematically. Merely showing respect to slow learners might result in their academic decline, potentially hindering their learning progress. Additionally, teachers who overly respect slow learners could inadvertently contribute to their academic setbacks, causing these students to fall significantly behind their peers in grasping concepts.

Thorough scrutiny of the backgrounds of numerous slow learners has unveiled that a significant portion of them encounters socio-cultural and economic challenges.

Many parents of slow learners are themselves illiterate, thus lacking substantial understanding of the educational implications within our society.

Numerous children reside in remote villages lacking access to basic amenities such as electricity, proper road infrastructure, and healthcare facilities. As a result, these children adapt to the challenging circumstances prevalent in these areas, potentially impacting their mental well-being. Additionally, many village children commence their education significantly later than usual, with some beginning school between the ages of six to eight years, which significantly deviates from the typical learning process for children.

Financial hardship, such as poverty, is a contributing factor to a child's sluggishness in learning. Consider a scenario where a child's parents struggle to provide basic necessities like clothing and proper housing on a daily basis. Even if the child manages to attend school, their academic performance is likely to fall below expectations.

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Brown, A.L., 2017. Metacognitive development and reading. In?Theoretical issues in reading comprehension?(pp. 453-482). Routledge. ?

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