Supporting Teaching Strategies In Facilitating Instruction For Learners With Learning Difficulties (Linking Theory And Practice)

Abstract

This study is aimed at understanding the various strategies teachers use in supporting learners with learning difficulties in an inclusive classroom. The study is centred on teachers perspectives, experiences and practices. It explored teachers understanding of the concepts of support to learners, learners' peer support, and their effects in facilitating instruction among learners in an inclusive classroom. This study enabled the researcher, and hopefully it should help readers, to determine various effective strategies to support learners with learning difficulties for better achievements. Qualitative research approach with case study design is used. Two inclusive primary schools are purposively selected in two different geographical and cultural locations. This enhanced indepth understanding and triagulation, from which conclusions are drawn on various effective supporting strategies for learners with learning difficulties. Two teachers in each school, making four altogether, are purposeful selected with sample criterion. Data were collected with semi-standardised-open-ended interview, and were analysed with Hermenuetics approach. The perspectives procured from the theories of Zone of Proximal Development and Scaffolding, which have been critically analysed in the literature review, was utilised in the...