Learning difficulties among primary pupils: A case study in KNUST primary, Kumasi.
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Date
November, 2015
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Abstract
A keen look at ways in identifying and dealing with pupils with learning
difficulties so as to give pupils with or without difficulties equal rights and
also experiencing the same or similar training has the potency of ensuring
the achievement of universal primary education for all children. This
research adopted the qualitative research method to study with the focus on
the KNUST primary as a case study. The school is located in the Oforikrom
sub metro of Ghana. Basically the research sort to help teachers identify
pupils with learning difficulties and also how to handle them by using
adaptive instructions to meet their needs.
The purposive sampling method was adopted for the study. Data gathered
revealed that teachers were aware of pupils with learning difficulties but not
the specific type of learning difficulties and also teachers were not really
equipped to use adaptive instructions to meet their needs. Some children
from Knust Primary School exhibited writing, reading and spelling
challenges, and at that level pupil should have been able to overcome these
challenges but they still had the difficulties. Data collected and analyzed
concluded that there was a gap as far as teachers and their learners are
concerned and this needs to be checked. Nonetheless most of the pupils after
the teacher used the document on how to use adaptive instructions to meet
their needs, almost 25 which forms 63% of the sample started responding
positively. It is recommended that further research be conducted in other
Primary school to verify the findings of this research.
Description
A Thesis submitted to the School of Graduate Studies, Kwame Nkrumah University
of Science and Technology in partial fulfillment of the requirements for the degree of
Master of Philosophy in Art Education Faculty of Art, College of Art and Built Environment, Department of General Arts Studies, .