Appendix H (2)- Learning Problems as a Barrier to Learning

1. General Orientation
 A number of school teachers are certainly profound to learners with learning difficulties and
they may assist these learners as successful as teachers who have had the advantage of
formal training in conducting and supporting such learners even if supporting learners with
learning problems is a specific activity that has been taken by particularly trained teacher to
date.

2. The Concept of Assistance

 Assistance includes a scrutiny of errors, an observation of conduct and determining of the
reasons of errors and behavioural concerned in the instance of each separate learner.
 It starts when the teachers are intentionally involving themselves with the learners who
exhibit learning difficulties in the class.

3. Individual Assistance
 Usually, support was provided primarily on individual learners.
 Learners challenges were analysed in minutes and feasible reasons were determined,
wherever possible.
 The support plan was drafted with an aim of defining, in the course of teaching, the
fundamental reasons of the challenge and to resolve emotional and behavioural difficulties
originating from learning difficulties.

3.1.Advantages of Individual Assistance

 This approach is easy to operate and it permits consideration to be provided to individual
learner at a time.
 It deals with emotional or learning problem vigorously.
 Learners progress at their own operational speed and are permitted to complete
assignment.

3.2.Disadvantages of Individual Assistance

 Only limited learners obtain support but great number do not receive help.
 The large number of learners who experience problems are entirely relying on their class
subject teachers to help them with their problems.

3.3.Group Assistance
3.3.1. Advantage of Group Assistance
 Majority of learners can be supported.
 Learners learn skills of social interaction.
 Learners are supported in a group situation cope more willingly to a classroom condition.
 Language growth is encouraged and communication abilities are taught.
 Group support improves learners’ inspiration because they are accepted by the group, which
enhance their self-esteem.
 Learners help one another.

3.3.2. Disadvantages of Group Assistance

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 The teacher is unable to focus to the challenges faced by individual learners.
 It is challenging to gather adequately same group.
 Some learners pull out in group conditions.
 Special supervision skills and thorough preparation are required from the teachers who
offers group support.

3.4.The Teacher’s role

 The teacher’s attitude towards learners with learning problems.
- The attitude of the teacher establishes the extent of success of the learner at school.
- However, a negative attitude accelerates the chances of learner’s concentration in the class
to be insufficiently.
- Frequently the performance level of the learner at school remain steadily sufficient
throughout their school career and then decline intensely during a particular year because of
unacceptable association between themselves and their teacher.
- Persevere if a learner exhibit behavioural problems.
 Organisation of the classroom and the lesson.
- When dealing with learners with learning problems, classroom organisation is a significant
consideration.
- Learners who hold each other should be placed in different groups.
- Intellectually competitive learners who are performing well and learners who are
experiencing problems because association between persons with such different features
could have a negative influence on the self-esteem of those who are experiencing challenges
in learning.
- Agitated and overactive learners and learners who find it challenging to focus should not be
located close to windows and doors if there is large sound and movement outdoors.
- No congestion in the classrooms and classroom walls should not be over decorated.
 Planning Assistance Programmes.
- The content should be adjusted to cater for learners with specific difficulties.

3.5.Assistance with Respect to Specific Difficulties

3.5.1. Problems in School Subjects
 When teachers try to support learners who experience learning difficulties where
mathematics is involved should restrict themselves to the syllabus.
 Learners should deal with numbers of the order recommended per grade involved.
 Activities done in class should be associated to real life knowledge of learners so that they
can recognize the value of the practical value of mathematics.
 A number game can be played without recognising the practical significance of what they
are making.

Foundation phase

 Initially, mathematics should be performed in a tangible way such as counters, operations

should all the time be associated to the real situations of the learner by utilising examples
and pictures from individual environment.
 Mathematical symbols and number sequence should be displayed and clarified to the
learners in each example so that they become accustomed with operations and comprehend
the differences included.

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Intermediate phase

 When learners are not able to solve mathematical problems abstractly they should be
permitted to utilise tangible examples at first and then continue to a more abstract level.
 Errors can be rectified by first describing answers to similar problems and also
requesting learners to examine their own errors.

Language problem

a) Spoken language

Foundation phase

 Stories should be read to the learners to acclimatise them with the formulation of written
language and with language structures.
 Question and answers should be used to discuss the story.
 Learners can act out the story or portray it in drawings and discuss the story with teacher or
classmates.
 Learners should not be criticised because this prevent unplanned discussion among them.
 Group conversations should be stimulated.

Intermediate phase

 Media news or articles of general present interest should be read to them on a regular basis
to acquaint them with the word order and sentence structures of written texts and to
increase the vocabulary.
 Significant occurrences in the lives of some learners can be discussed.

b) Reading
 Reading should happen in a comfortable environment.
 Parents must be inspired to support with reading instructions by making conditions at home
that are favourable to reading.
 Regular visit to the local library if accessible.

Foundation phase

 Stories should be read to learners so that they recognise that written language is dissimilar
from spoken language and will know how written language is created.
 Sufficient time should be permitted for learners to become familiar with the most basic,
high-frequency words to the range that they notice these words on sight and sound related
letters.
 They should also become acquainted with the structure of words and sentences and should
be able to relate the knowledge by writing words and sentences on their own.
 The elements of reading should be taught in a playful way.
 When learners read, they should be able to comprehend direct and tangible knowledge
communicated by the text.
 After the text has been read, questions should be asked.
 Questions which require ‘’yes’’ or ‘’no’’ should not be asked.
 Learners should not be allowed to be delayed from the rest of the class as they continue
through the class reader.

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  Reading in unity and in order can also make up their own stories and these can be written
down.

Intermediate phase

 Anticipatory questions are significant for this age group which will deal with more deep
meaning carried by the text.
 The language approach can also be utilised for variations in this phase but learners can be
expected to write and illustrate their own stories by themselves.

c) Spelling and written language

 It is necessary that learners write words appropriately on their own or in a language lessons,
learners should also be capable to write words properly in sentences in written tasks done
for learning areas such as mathematics, history and geography.
 Formal spelling instructions is not the parents’ work, but they should be inspired to
encourage their learners to write properly and take pride in their written activities.

Foundation phase

 Varied ways, playful techniques and regular exercises sessions should be held to fix spelling
structures in their memories to convey the relationship between letters and sounds because
young learners find it challenging and boring, to commit the random relationships between
letters and sounds to memory.
 As soon as learners have learned a spelling structure, they should be exposed to other words
comprising similar spelling structure.
 The learners must also learn to use words in written sentences.

Intermediate phase

 A significant issue where spelling support is concerned that the learners should be made
consciously of certain regularities or rules in spelling makes it possible to carry over concept
from one another.
 Learners have to depend more on visualisation in the sense that have to recall the form and
details of the word.
 Learners with difficulties have to be educated to apply spelling rules reasonably when they
have write a word to which particular spelling rules applies.
 To make sure that transmission happens, words in a spelling activity must be used in
sentences and written down.

d) Handwriting
 Handwriting should be practised by repetition of the pen strokes used in forming the letters.
 In primary school the pen strokes can be formulated to music and in combination with other
rhythmic exercise.
 If learners form their letters uneven guiding lines can be drawn for them to follow with their
pen strokes.
 The most significant ways of dealing with writing difficulties is to encourage learners’ pride in
their work.

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  Learners can construct a good effect and demonstrate that they take pride in their work by
spacing words consistently, refraining from scrabbling and deleting, and keeping general
look of exercise books which is utilised for written work neat and tidy.

3.5.2. Assistance to learners who display negative behaviour

 Learners should sense that teacher is there for them.
 Teachers should notify parents of their learner’s behavioural problems and to advise them
about managing such difficulties.
 They should not confront parents instantly with learners’ negative behaviour and its possible
sources.
 They should state the negative behaviour in context with the positive features when they
discuss the learners’ difficult with the parents.
 They should not stimulate blame sensations in the parents but be considerate.
 Parents should be involved as equals in deciding on a strategy of action and at the same time
advise them on how to treat the learners at home.
 For example, advise could include the following points:
- Be tolerant with learners.
- Be not sarcastic towards or disregard learners.
- Make learners conscious that you accept them entirely despite their negative behaviour.
- Always be stable in dealing with the learners.
- Construct the daily events in the life of the family.
- Incentive should be given to the learners for good behaviour, but do not generate the
feeling that everything can be bought at price.
- Take away certain privileges of learners when they show negative behaviour but clarify to
them the intention for depriving the privileges.
- Never compare learners in the family with each other.

Foundation phase

 Learners are very reliable on the teachers’ assistance and consent, and their sympathy,
acceptance and interest are very important to their performance at school.
 Learners with learning difficulties and interest are vital to their performance at school.
 Learners with learning difficulties should obtain a great deal of help and supervision with
respect to their difficulties.
 Exterior positive inspiration, such as motivation cards on which stars are given for good
performance, has significant motivational value for the learners.

Intermediate phase

 If learners cannot succeed in their schoolwork, they require warrant of the teachers’
support.
 Exterior positive inspiration, such as motivation cards on which stars are given for good
performance, has significant motivational value for the learners.
 Additional emphasis can be placed on internal positive motivation such as promoting a sense
of pride in work.

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Activity

1. Describe what is assistance in your own words?

2. What are the strategies that can be used to support learners who experience difficulties in
mathematics?
3. Describe strategies that you can provide to learners to develop their writing skills.