TEACHING LEARNERS WITH LEARNING DISABILITIES: EXPERIENCES OF STUDENT TEACHERS AT METHODIST COLLEGE OF EDUCATION, GHANA

Philemon Amaniampong, Michael Nyavor, Judith Amankwaa Mensah

Abstract


The study aimed to explore the experiences of student teachers teaching learners with learning disabilities in regular schools within the Birim Central Municipality. Using a phenomenological research design and purposive sampling, 25 participants were selected. Data collection was conducted through semi-structured interviews, with analysis using a thematic approach. The findings highlighted prominent learning obstacles, including reading challenges, writing difficulties, and problems with basic arithmetic. The schools were observed to provide limited instructional adaptations for these learners. Student teachers faced several challenges, such as extended time required for teaching these learners, insufficient teaching materials, negative attitudes from both mentors and peers towards learners with learning disabilities, and limited knowledge in managing such learners. The study recommended enhancing the training provided to student teachers, focusing specifically on instructional adaptations tailored to learners with learning disabilities. Additionally, advocacy efforts should be intensified, featuring individuals who have overcome similar challenges and achieved success. The Ghana Education Service, supported by Parent Associations, should educate parents on the importance of providing adequate learning materials to learners with disabilities.

 

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Keywords


attitudes, disorder, learning disabilities, stigmatisation, teaching practice

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References


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DOI: http://dx.doi.org/10.46827/ejse.v11i4.6094

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