Learner support experiences of learners with learning difficulties at a resource school in Windhoek
Loading...
Date
2024
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
University of Namibia
Abstract
This study aimed to explore the learner support experiences of learners with learning
difficulties at a Resource school in Windhoek, Namibia. The study was informed by
Vygotsky's Social cultural-historical theory of development, specifically the Zone of
proximal development. The researcher employed a phenomenological research design
to explore the participants’ experiences of learning support from their point of view.
The sample was conveniently drawn, and participants’ views were explored through
semi-structured interviews and focus group discussions. Participants’ responses were
analysed using thematic analysis. The findings revealed that learners receive different
types of learning support delivered through individualised learning instructions and
cooperative learning. Furthermore, findings showed that teachers provide a conducive
environment for learning, and they employ various learning strategies to accommodate
all learners with their various learning styles, such as visual, auditory and kinaesthetic.
Although learners receive learning support to ease the learning difficulties they
experience, the findings of the study reveal that learners are finding it difficult to
develop long-term mechanisms that will help them cope with learning independently.
The study recommends that teachers teaching at resource schools should collaborate
with professionals and paraprofessionals to share expertise and resources that can be
utilised in the classroom to maximise learning for learners with learning difficulties.
The study further recommends that the Ministry of Education, Arts and Culture should
provide resource schools with the necessary learning devices and financial resources
to provide and promote effective teaching and learning environments for learners with
learning difficulties
Description
A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Education in Inclusive Education
Keywords
Learner support, Learning difficulties, Resource school, Zone of proximal development, University of Namibia, Namibia