SUPPORT STRATEGIES TEACHERS’ USE TO ASSIST LEARNERS WITH LEARNING DISABILITIES IN PUBLIC PRIMARY SCHOOLS IN TRANS-NZOIA COUNTY, KENYA

Grace W. Garbutt, Esther Nyabuto, Jacob Lolelea Natade

Abstract


Teacher support is critical to learners’ participation in primary schooling. However, reports show that there are high incidences of learners dropping out of various public primary schools in Trans-Nzoia. Learners with learning disability need teachers support to aid their learning process. This paper looks at the support strategies that primary school teachers used to assist learners with learning disabilities in public primary schools in Trans-Nzoia County. The study was guided by social constructivism theory by Lev Vygotsky. The target population for this study consisted of all public primary school teachers in Trans-Nzoia County. A sample size of 351 teachers was selected to participate in the study through stratified random sampling technique. Data collection for this study was done using interviews, focus group discussions and questionnaires. Analysis of data showed that most (64.7%) of teachers always supported learners with learning disabilities in their schools. Teachers (64.4%) remediated learning problems of learners with LD through structuring learning environment to suit their needs hence promoting effective inclusion in schools. Findings also showed that only 58.6% of teachers reported that they always used several support strategies to educate and support learners with LD in inclusive education. The study suggests that teachers should support learners with learning disabilities to identify their strengths and build on them, and improve on their weaknesses. Teachers should help these learners procure assistive devices and other instructional materials required for learning in schools.

 

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teacher, support, learning disability

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References


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