TEACHERS’ ROLE IN IDENTIFICATION AND SUPPORT FOR SLOW LEARNERS AT THE LOWER BASIC EDUCATION LEVELS: IMPLICATIONS FOR COUNSELLING
DOI:
https://doi.org/10.46827/ejes.v0i0.1527Keywords:
slow learner, identification, support, special needs, low basic education level, individualized educationAbstract
Much attention has been given to the categories of children with special needs in the school system in Nigeria but not much has been done concerning the slow learners in the mainstream classes of normal school system in Abia State. This study therefore investigated teachers’ role in the identification and support for slow learners at the lower basic levels of education in Abia State, Nigeria. To guide the study, three research questions were asked. Descriptive survey research design was used for the study. A total of 300 lower basic education teachers consisted the sample for the study using simple random sampling technique. The data was collected using a 40-item questionnaire titled “Teachers Identification and Support for Slow Learners Questionnaire (TISSLQ)”. The instrument has a reliability index of 84. The data collected was analysed using mean scored test statistic. The result of study showed that slow learners can be identified by low mental ability, short memory, short attention span, interview, observation among others. The result also revealed that one-on-one instruction with the teacher or peers, using different methods of teaching among others provides the most beneficial value to the slow learners. Based on the findings of this study, it was recommended that individual education programme should be provided to children who are slow learners in addition to counselling services in normal school system in Abia State, Nigeria.
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