This study explores educators' experiences of teaching students with learning disabilities in three primary schools in Lesotho. This study aims to explore the experiences of educators in teaching students with learning disabilities in three primary schools. This topic is about the challenges educators have encountered in teaching students with learning disabilities.
This is why guidelines for teaching students with learning disabilities are not provided in the curriculum. Lack of teaching and learning materials for students with learning disabilities. Aim of the study: To explore how educators teach students with learning disabilities in primary school in Lesotho.
Background of the study
- Focus and research purpose…
- Rationale
- Research questions
- Literature Review
- Theoretical Framework
- Research design and Methodology
- Nature of the study
- Research instruments
- Sampling
- Data analysis
- Validity and Reliability
- Ethical issues
- Outline of the thesis
- Conclusion
It is numbered according to the chapter and then the number of the table in that chapter. Since it is part of the sentence, there is no comma or colon to introduce the quote. Lavoie (Ed.), Toward a cognitive-science perspective for scientific problem solving: A Monograph of the National Association for Research in Science Teaching, Number Six (pp. 13-50).
Toward a cognitive-scientific perspective on scientific problem solving: A monograph of the National Association for Research in Science Teaching, Number Six.
Literature Review
Origin of Special Education Programme in Lesotho
Definitions
- Learning disability
- Inclusion
- Inclusive education
In the past, students with disabilities were placed in special schools and taught by special educators. Mastropieri and Scruggs (2004) define inclusive education as education provided to students with disabilities in the regular classroom where instruction is provided by regular classroom educators.
Inclusive education within the context of Lesotho‟s education system
It was not until the 1980s that Lesotho's Ministry of Education took an active interest in efforts to reach children with special educational needs. The Ministry of Education will promote the integration of children with special educational needs into the mainstream school system at all levels.
Causes of learning disabilities
- External factors
- Internal factors
There are a number of different learning disabilities and these are mainly caused by a problem in the nervous system that affects how information is received, processed or communicated. A number of researchers have found that learning difficulties are more prevalent in infants with low birth weight (Litt, Taylor & Klein, 2005).
Types of learning disabilities
The American Psychiatric Association (APA) (2000) explains that children with autistic disorder exhibit a moderate to severe range of communication, socialization and behavioral problems. Siegel (2007, p. 301) recalls that "autism is a collection of overlapping groups of symptoms that vary from child to child." APA (2000) defines autism as qualitative impairment in social interaction and communication as well as limited repetitive and stereotyped patterns of behavior, interests and activities.
Signs and symptoms
The aim of this study was to explore educators' experiences in teaching learners with learning disabilities in three primary schools. Therefore, a further study is needed to be done on learners with learning disabilities experiences in the inclusive classroom.
The effects of learning disabilities on children
Educators‟ understandings of learning disabilities
Challenges that educators experience
Students with learning disabilities need teachers who care for them, who are patient and do not threaten them. Maanum (2001) argues that educators should be made aware of their attitudes and behaviors that may influence the behavior of their students with learning disabilities.
Conclusion
This study explores educators' experiences of teaching students with learning disabilities in three primary schools in the Botha-Bothe district of Lesotho. -the topic formulated in this topic is: iii) Challenges of educators towards teaching students with learning disabilities.
Methodology
Research questions
Theoretical framework
For example, a child's parents can influence his beliefs and behavior; however, the child also influences the behavior and beliefs of the parent. Novak and Pelaez (2004) emphasize that since the family exerts such a powerful influence on the child's development, it is. The structures at this level have an impact on the child's development (and therefore abilities and disabilities) through interaction with some structure in her/his microsystem (Berk. 2000).
Also affected is the ability or inability of parents to exercise responsibility towards their hearing-impaired child in the context of the child's microsystem (Berk, 2000).
Research design and Methodology
- Research design
Bronfenbrenner's ecological and bio-ecological models are very important theories in the implementation of inclusive education. Such changes include qualitative, transformative changes, as manifested in the change from an exclusive to an inclusive education system. First phase: In this phase a database was created consisting of a profile of six educators selected from three primary schools that participated in the study.
Second phase: In the second phase, the interviews and questionnaires were tested in another school and implemented in three schools selected for the study.
School context
Third phase: In the third phase, the design was planned taking into account the use of research instruments such as semi-structured interviews, observation document reviews and self-administered questionnaires, which were used because the interviewer had to explain any questions that the participants did not understand. School B was chosen because it functioned as a pilot school for nineteen years with the implementation of inclusive education. School C was the study's choice because it also served as a pilot school for ten years with the implementation of inclusive education.
Data collection techniques
- Interviews
- Observations
- Documents review
- Questionnaires
Using observations, the researcher obtained first-hand data rather than reported data (Cohen et al., 2007). Self-administered questionnaires were used to ensure a high response rate. 2007) consider a questionnaire as an appropriate tool for survey study as one can use it to collect data on a large scale within a short period of time. Self-administered questionnaires were used because they are cheaper and faster than a face-to-face interview (Babbie, 2007).
Open and closed questions were used as a complement to confirm the findings.
Piloting the instruments
Closed questions provided the participants with a series of items that were short, clear, understandable and straight to the point (Cohen et al. 2007). In addition, closed questions are easier to complete, code and analyze than word-based information. This school was similar to the target schools in the sense that it was a pilot school for the implementation of inclusive education and it was also a rural school.
This exercise allowed the researcher to make some changes that she might not have been aware of had she not participated in the piloting.
Sampling
Research process
Follow-up meetings were established, the purpose of the researcher being to confirm the transcripts of the recorded data with the participants.
Ethical issues
Data analysis
- Description of themes
For example, learning activities carried out in classes should be suitable for students with learning disabilities so that they can enjoy class participation that allows them to feel part of the class. Educators should manage their classes so that students with learning disabilities have a chance to demonstrate their abilities and have equal access to the learning environment. There should be good relationships between students because students with learning disabilities learn better with their peers.
This topic focuses on dyslexia and ADD or ADHD as common learning disabilities in schools.
Conclusion
Students with learning disabilities have individual differences and problems that teachers must take into account. At first it was difficult to understand how I would work with students with learning disabilities.” (Participant 1 school A). Teachers did not understand inclusive education because they did not create a favorable environment for students with learning disabilities.
Chapter two reviewed literature on teachers' experiences of teaching students with learning disabilities in some previously conducted studies.
Presentation and analysis of data
Research questions
Analysis and findings
- Educators‟ understandings of learning disabilities
- Common learning disabilities in schools
- Educators‟ challenges towards teaching learners with learning disabilities…
In addition, the punishment given to students with learning difficulties who do not submit their homework can lead to dropping out of school or being truant. This is evident from the daily attendance record, which shows that students with learning difficulties have poor attendance records. This shows that students with learning difficulties need strong support from parents and educators because their peers neglect them.
Once learners are labeled with learning disabilities, they may actually perform according to the labels given to them.
Discussion of the findings
Educators felt pity and sympathy for students with learning disabilities and thought they could work with them. The findings show that it was really difficult for educators to work with students with learning disabilities because they lacked the appropriate techniques in teaching these students.
Conclusion
Educators were not regularly monitored to ensure they were using appropriate teaching strategies to teach students with learning disabilities. The government should supply schools with appropriate teaching and learning resources for students with learning disabilities. I am a Master of Education student conducting a research project entitled, “An exploration of educators' experiences of teaching students with learning disabilities in elementary schools.
I am a Master of Education student conducting a research project entitled, “An exploration of educators in teaching students with learning disabilities in elementary schools.
Summary, conclusion and Recommendations
Summary of the findings
- Educators‟ understandings of inclusive education
- Challenges educators experience in teaching learners with learning disabilities.62
- Educators‟ understandings of learning disabilities
Educators were exposed to the concepts of inclusive education and learning disabilities, but this was only for a short period of time. This means that students with learning difficulties were excluded from mainstream education because their needs were not met. The findings show that educators and parents did not understand the concept of learning disabilities.
Teachers treated students with different learning disabilities in the same way as if their learning styles were the same.
Summary of the study
Educators in these three primary schools were unable to implement inclusive education due to a lack of understanding of inclusive education. Parents did not participate in the learning process of their children because they did not understand the concept of "learning disability", since their children look normal, and they do not show observable disabilities such as physical disability.
Limitations of the study
Conclusion
Recommendations
I therefore ask permission to enter the schools, interview those teachers and make classroom observations and also use some of the documents such as the students' permanent assessment books, the students' workbooks, the students' assessment books and the service booklets that will be used. to determine how children with learning disabilities participate in school activities. Full Name of Officer) hereby confirm that I have read and understood the contents of this document and the nature of the research project, and I consent to allow the researcher to conduct her research at my school. Full Name of Director) hereby confirm that I have read and understood the contents of this document and the nature of the research project, and I agree to allow the researcher to conduct her research at my school.
Full Name of Director) hereby confirm that I have read and understood the contents of this document and the nature of the research project, and I agree to allow the researcher to conduct her research at my school. Participant's full name) hereby confirm that I have read and understood the contents of this document and the nature of the research project, and that I agree to participate in the research project. For example: Table 1.1 shows the relationship between the research questions and the source of the data collected.
Recommendations of further study
