Learning difficulties among primary pupils: A case study in KNUST primary, Kumasi.

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November, 2015
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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.
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, .