Learner support experiences of learners with learning difficulties at a resource school in Windhoek
| dc.contributor.advisor | Veii, Kazuvire R-H | |
| dc.contributor.author | Nghiilwamo, Paulina M. | |
| dc.date.accessioned | 2025-03-03T10:12:47Z | |
| dc.date.available | 2025-03-03T10:12:47Z | |
| dc.date.issued | 2024 | |
| dc.description | A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Education in Inclusive Education | |
| dc.description.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 | |
| dc.identifier.uri | http://hdl.handle.net/11070/3976 | |
| dc.language.iso | en | |
| dc.publisher | University of Namibia | |
| dc.subject | Learner support | |
| dc.subject | Learning difficulties | |
| dc.subject | Resource school | |
| dc.subject | Zone of proximal development | |
| dc.subject | University of Namibia | |
| dc.subject | Namibia | |
| dc.title | Learner support experiences of learners with learning difficulties at a resource school in Windhoek | |
| dc.type | Thesis |