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CHALLENGES FACED BY TEACHERS WHILE TEACHING LEARNERS WITH

LEARNING DISABILITY

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 1

CHAPTER I

INTRODUCTION

Education is a fundamental right of every child. Programmes on universalization of primary

education are being carried out worldwide. In India, with the initial efforts of district primary
education programme (DPEP) followed by Sarva Siksha Abhiyan (SSA), the primary education
has become a priority of the Country.

Providing the elementary education (literacy and numeracy) is the main priority and the
national strategy in most of the countries in the world (Quinn, 2011).World widely there are
various types of educational plans and practices used for improving literacy and numeracy. In
India, Improving literacy and numeracy rates among the citizen are considered as the main
educational priority. And the national educational system has listed various strategies for
improving the literacy and numeracy for children in India. Since the early 1990s the movement
to have education for all was launched at the World Conference that involved various
international organizations such as UNESCO, UNDP, UNFPA, UNICEF and the World Bank.
The main agenda for this conference was education for all in the entire world. However, special
education is currently a topical subject that is widely discussed and debated upon in the field of
education. It has invariably been referred to as part of the global education for all agenda as a
new education paradigm and as an educational reform goals to make our societies inclusive. The
aspect of education for all is not effectively implemented despite of having policies and legal
framework that advocate education for all. The education should enhance teachers who teach
children with learning disability and also create awareness in the society to accept children with
special educational needs. Therefore there is a need to introduce comprehensive special needs
education in all teacher professional development programs. However, children with learning
disability need extra attention in terms of curriculum adaptation, teaching methods, and
availability of teaching and learning materials, assistive technology, assessment systems, as well
as resources and funds for more assistance in adapting the school environment. In the late 1990s,
most countries realized that improving literacy and numeracy among children has a strong
connection with children ability. Since then, the spectrum of research on literacy and numeracy
 2

has been expanded into education for special needs (Mumpuniarti, 2017). In educational context
the experts believe that pedagogical strategy for teaching literacy and numeracy for special
population requires different approaches and techniques because of the diversified learners and
their diversity in terms of their intelligence, emotional development stages and cognitive levels.

Disability is a restriction or an inability to perform an activity in the manner or within the

range considered normal for a human being, mostly resulting from impairment (Barbotte,
Guillemin, Chau, & Lordhandicap Group, 2001). It is important to emphasize that activities and
roles that a society considers to be “normal,” depend on age, sex, as well as a number of social
and cultural factors. In the light of the current scenario the learners with developmental disability
find difficult to learn literacy and numeracy in a conventional school systems and to keep pace
with other learners and consequently suffer in terms of their educational progress and academic
achievement. They are often seen to suffer from educational failure by playing truancy, repeating
the class or leaving the school education in between as a drop out. In fact the parents and
educational institutions are more focused on academic achievements rather than the
extracurricular activities. And most of the educational institutions are using the conventional
curriculum, education for learners with developmental disability require a specific teaching
approach and techniques. Teachers in integrated educational institutions play a great role in
teaching such learners and also they carry great challenges. Teachers try different ways to help
them. They spend a large amount of time on these learners. And the remedial teachers are facing
various challenges while they were teaching learners with developmental disability.

At present, in India, LD is considered the prerogative of a few in the big cities. Even
Directors of State Education are known to express doubts at the existence of any such disability.
Unfortunately, the confounding factors of English as a foreign language and lack of proper
education and exposure whilst aggravating the academic difficulties for the children, also play a
major part in masking the processing problems and hence make LD an elusive entity. Teachers
attribute the learning difficulties to a “language problem”, not realizing that LD too is a language
based disorder. Most of the (research and intervention) work in the area of LD is being done by
private organizations and the NGOs. There is little communication between these organizations
and the state educational authorities. Adding further to the problems, there is a divide between
the personnel in the health and the educational fields, be they private or government. LD as all
 3

other developmental problems is both a health and an educational issue, but regrettably, the
meeting point between the two is few and far between. The multilingual social context in India,
where children often have to learn to study through a medium other than their mother tongue is a
complexity that makes not only diagnosis extremely difficult but also, estimation of prevalence
next to impossible.

The language issue is further compounded by factors such as age of enrolment in school,
preschool exposure and literacy support available in their respective homes during the school
years. Consequently, relating “adequate instruction” and “social opportunity” as is required by
definition of SLD to children from varied backgrounds from an urban child enrolled in pre-
school at age 2½ years with early and sustained support to a rural child attending school for the
first time at age 6½ years with no additional literacy support of any kind is a tremendous
challenge (Karanth, 2002). If this is true of identification and assessment, the challenges faced
with respect to remediation and management is no less daunting. Our educational system with its
overwhelming emphasis on knowing rather than learning, theory rather than application, is ill-
suited for the child with LD. The overwhelming influence of Western thought with lack of
indigenous research has led to a situation where even ones strengths are turned into liabilities, an
example being the ‘phonemicizeation’ of the Indian scripts under the influence of the phonic
method of the West. The near total lack of alternate systems of education and the social premium
for a handful of vocational courses with an utter disregard for all other vocational training are
other major hurdles in the ‘education’ of the child with LD. These are but some of the issues
faced by the individual and the family of the learning disabled, to date in India (Karanth, 2002).
An epidemiological study (1995-2000) of child and adolescent psychiatric disorders in urban and
rural areas of Bangalore was done by the Dept of Psychiatry, Epidemiology and Biostatistics,
National Institute of Mental Health and Neuro Sciences, Bangalore to determine prevalence rates
of child and adolescence psychiatric disorders for the Indian Council of Medical Research. The
total prevalence rate in 4-16 year old children in urban middle class, slum and rural areas was
12%. However the children with SLD were eventually excluded from this study as most of them
lacked adequate schooling as per the ICD-10-DCR criteria for SLD. In addition, many of the
assessments were incomplete due to lack of cooperation for the lengthy testing for Specific
Learning Disabilities (Srinath S, et al., 2005). The prevalence study on Learning Disability
conducted at the L.T.M.G. Hospital, Sion, Mumbai reveals that of the total number of 2,225
 4

children visiting the hospital for certification of any kind of disability, 640 were diagnosed as
having a Specific Learning Disability.

These children came from the lower, middle and upper middle socioeconomic strata of
society. Referral was due to their poor school performance (LTMG, 2006). Studies conducted by
the Sree Chithira Thirunal Institute of Medical Sciences and Technology in Kerala in 1997
revealed that nearly 10% of the childhood population has developmental language disorders of
one type or the other and 8-10% of the school population has learning disability of one form or
the other. The Institute for Communicative and Cognitive Neurosciences (ICCONS), Kerala, has
been conducting research programs in child language disorders and developing research and
rehabilitation programs for learning disabilities. Screening for LDs for Classes I to VII in schools
with follow up assessments by experts in 10 panchayats in Kerala revealed that 16% of these
school children have a learning disability (Suresh, 1998). Other studies have been done at child
guidance clinics in India (Khurana, 1980; John & Kapur, 1986) where 20% children attending
the clinic were diagnosed to be scholastically backward. However, variables such as the socio-
economic class, exposure to language act as confounding variables in such clinic-based studies
(GEON, 2005)

HISTORICAL PERSPECTIVE

“No other disabling condition affects so many people and yet has such a low public
profile and low level of understanding as LD”, Washington Summit 1994 (Reid L, et al., 1994).

Morgan, a general practitioner in Sussex, England, published the first case of what is now known
as dyslexia, a word derived from the Latin word “dys”, which translates to ‘difficult’, and the
Greek word “lexia”, which translates to ‘words’; it literally means, “difficulty with words”. On
7th November, 1896. Morgan wrote in the British Medical Journal, about Percy F, a 14-year old,
who was intelligent, bright, quick with learning games, and the intellectual equal of his peers, but
fell behind, in his inability to learn how to read. Today, as in 1896, most people associate
intelligence with the ability to read, but Percy F. and the experience of millions of people with
dyslexia breaks down the relationship between reading and intelligence. Researchers were left
with the question, “What causes dyslexia if intelligence is not the marker?” Morgan and
Hinshelwood, an ophthalmologist also writing at the turn of the Century, speculated that such
 5

difficulties with reading and writing were due to “congenital word blindness”, and for many
years, the dominant view was that dyslexia was caused by visual processing deficiencies. There
is still interesting the role of visual factors in the etiology of dyslexia, especially in low level
impairments of the visual system. However the most widely accepted view today is that dyslexia
is a verbal deficit and can be considered part of the continuum of language disorders. Indeed,
converging evidence supports a specific theory, that dyslexic readers have phonological (speech)
processing deficits (Snowling MJ, 1996). The identification and description of Learning
Disabilities as being deficient general learning processes centering mostly on what we today call
distractibility, hyperactivity and visual perceptual and perceptual-motor problems began in the
Western world in the 1950s and 1960s (The Nalanda Institute, 2002). The major developments of
the LD movement during this period centered on children who appeared normal in many
intellectual skills, but who also displayed a variety of cognitive limitations that seemed to
interfere with their ability to read, write and learn in the classroom. LD was seen primarily as a
processing disorder with difficulty in cross-modal integration (Karanth, 2002). Dyslexia at this
stage was a term coined to describe right brained thinkers who have difficulty in reading, think in
pictures and are very imaginative and multidimensional (Eklavya School). Famous personalities,
Walt Disney and Albert Einstein were cited as examples. It was a unanimous thought even at this
time that these children needed to be accommodated in the mainstream class and rather than
expecting them to mould themselves to the system, the system needed to become flexible to
adapt to their needs. Gardner’s theory (1983) of Multiple Intelligences talked of different ways to
teach these children. In addition, detailed assessments in various processing areas such as
auditory or visual sequencing, auditory / visual memory and discrimination (which are still
included in most test batteries for LD) resulted in specific remedial measures to deal with a
deficient processing pathway. The 1980s, however, witnessed a renewed emphasis on the
association of language disturbances with Learning Disabilities. Today it is accepted that LD is a
language based disorder. In the years following the report on the first case of dyslexia, different
types of specific learning disabilities were defined: dyslexia (difficulty in reading), dysgraphia
(difficulty in writing), dyscalculia (difficulty in numbers and mathematical concepts) and
dysnomia (difficulty in naming). Simultaneously dysphasia (expressive language difficulty) was
also being noted together with receptive language difficulties. Today all these are included under
the umbrella of Specific Learning Disability (SLD). Hence using the word dyslexia
 6

interchangeably with LD is technically incorrect. It is important to remember that a Specific

Learning Disability, as the name suggests, includes difficulties in specific processing areas as
opposed to global difficulties in children with compromised intelligence (Karanth, 2002).

FEDERAL DEFINITION OF LD

The following Federal definition by the U.S. Government in Public Law 94-142 of Learning
Disabilities has been adopted in India. “Specific Learning Disabilities means a disorder in one or
more of the basic psychological processes involved in understanding or in using language,
spoken or written, which may manifest itself in an imperfect ability to listen, speak, read, spell or
to do mathematical calculations. The term includes such conditions as perceptual handicaps,
brain injury, minimal brain dysfunction, dyslexia and developmental aphasia. The term does not
include children who have learning problems which are primarily the result of visual, hearing or
motor handicaps, or mental retardation, emotional disturbance or environmental, cultural or
economic disadvantages.” (Federal Register, 1977, p. 65083). The LD movement in India is of
more recent origin and comparable today with that of the western LD movement of nearly half a
century ago. In the eastern world, LD was earlier considered a problem of English speaking
countries. The apparent lower incidence of these types of difficulties resulted in a relative lack of
concern about LD in Asian countries such as India and China. Reports of lower incidences of LD
in the eastern world were attributed by Western scholars to the general lack of awareness and
sensitivity among educationists. The specific difficulties faced by children learning to read were
attributed to the overcrowded classrooms. At the same time, reports of the high incidence of
problems associated with the acquisition of reading in Western countries was attributed by
easterners to the vagaries and complex nature of alphabetic writing systems such as English.
During the last decade or two, however, there has been an increasing awareness and
identification of children with LD in India. Despite this growing interest, we still have no clear
idea about the incidence and prevalence of LD in India. Epidemiological studies of LD are
fraught with difficulties ranging from the very definition of LD, identification and assessment, to
socio-cultural factors unique to India. The Federal definition implies key factors: adequate
intelligence, appropriate instruction and socio-cultural factors. The implications of these terms
for identification of children with LD in a pluralistic society such as ours are immense and
cannot be easily handled. The inherent complexities of the notion of LD are further complicated
 7

by an acute lack of teacher awareness, of clear cut assessment procedures or indigenous tools for
assessment of processing deficits, intelligence testing and testing for proficiency in reading and
writing (Karanth, 2002).

LEARNING DISABILITY

The term ‘Learning Disabilities (LD)’ is a relatively new one. It was first used by Dr. Samuel
Kirk of Chicago, USA in 1963. The Children with Specific Learning Disabilities Act (USA) was
passed in 1969. However, it was not until 1990s that the biological basis for LDs found support.
Specific learning disability which includes dyslexia, dysgraphia, and dyscalculia is commonly
referred to as ‘Learning Disability’ or ‘LD’ in India. Now special educators for remediation are
available in India. A learning disability is found across all ages and socio-economic classes. It is
not a type of mental retardation as sometimes mistakenly thought, in fact, IQ scores could fall in
the very high range. LD is a hidden handicap that affects academic achievement, vocational
career and social life. Every child born in this world gets the care and comfort from the family in
which he or she is born. But the children with disability cannot enjoy and get such care and
comfort from the family. If a child grows, he develops into a worthy citizen. These children are
able to quantify well and prove their worth. Similarly the society expects the same from the
disabled students also, here the children failed. Specific learning disabilities have been
recognized in some countries for much of the 20th century, in other countries only in the latter
half of the century, and yet not at all in other places. These may be detected only after a child
begins school and faces difficulties in acquiring basic academic skills. Learning disability is a
general term that describes specific kinds of learning problems. It is a neurological disorder that
affects a child's brain and impairs his ability to carry out one or many specific tasks.

The LD affected children are neither slow nor mentally retarded (Julie M. et al.). They
have either normal or above average intelligence. A child with a learning disability is often
wrongly labeled as being smart but lazy. A learning disability can cause a child to have trouble
learning and using certain skills. The skills most often affected are reading, writing, listening,
speaking, reasoning and doing math. There is no cure for learning disabilities. There are also
certain clues, most relate to elementary school tasks, because learning disabilities tend to be
identified in elementary school, which may mean a child has a learning disability. A child
probably won't show all of these signs, or even most of them. They are lifelong. However,
 8

children with LD can be high achievers. They can be taught ways to get around the learning
disability. With the right help, children with LD can and do learn successfully Learning disability
is a disorder in which a child has difficulty in learning in a typical manner, usually caused by an
unknown factor or factors. The unknown factor is the disorder that affects the brain's ability to
receive and process information. This disorder can make it problematic for a child to learn as
quickly or in the same way as some child who isn't affected by a learning disability. Learning
disability is not indicative of intelligence level. Rather, children with a learning disability have
trouble performing specific types of skills or completing tasks if left to figure things out by
themselves or if taught in conventional ways. A learning disability cannot be cured or fixed.
There are also certain clues, most relate to elementary school tasks, because learning disabilities
tend to be identified in elementary school, which may mean a child has a learning disability. A
child probably won't show all of these signs, or even most of them. Even where they have been
recognized, the amount of help available varies from no services to their universal provision.
This unevenness in intervention services is tragic since most children with learning disabilities
who receive sufficient, knowledgeable remediation can proceed through the school system and
attain jobs that range from professor to laborer. Conversely, if they are not helped, the possibility
of adjustment of problems arising is considerable. As our world becomes more complex, the
knowledge base increases and the concepts more abstract, an increasing number of children will
experience difficulty and be assumed to have learning to our collective lives is not forfeited.
Learning disabilities are formally defined in many ways in many countries. However, they
usually contain three essential elements: a discrepancy clause, an exclusion clause and an
etiologic clause. The discrepancy clause states there is a significant disparity between aspects of
specific functioning and general ability; the exclusion clause states the disparity is not primarily
due to intellectual, physical, emotional, or environmental problems; and the etiologic clause
speaks to causation involving genetic, biochemical, or neurological factors . As many as 1 out of
every 10 children in the United States has a learning disability. Almost 3 million children (ages 6
through 21) have some form of a learning disability and receive special education in school. In
fact, over half of all children who receive special education have a learning disability.

A learning disability often displays a cluster of characteristics over time, in various

intensities, which interfere with his/her overall development and achievement. LD affected
children can face unique challenges that are often spreading throughout their lifespan. Depending
 9

on the type and severity of the disability, interventions may be used to help the individual learn
strategies that will foster future success. Some interventions can be quite simplistic, while others
are intricate and complex. Teachers as well as parents will be a part of the interventions. They
can give aid to the children successfully in completing different tasks. School psychologists quite
often help to design the intervention and coordinate the execution of the intervention with
teachers and parents. With the right support and intervention, LD affected children can succeed
in school and go on to be successful later in life. Social support is also a crucial component for
these type children in the school system and should not be overlooked in the intervention plan.
Parents of LD affected children often find themselves attempting to cope with a bewildering
array of problems. Their children appear to be intelligent but they encounter all kinds of
obstacles in school. In India the term disability is used synonymously as impairment, and
handicap or disability. These terms are different. The impairment means, the loss of physical or
sense organs. The child has not able to see, it is disability. Handicap is the result of impairment
and disability.

Learning disability is a broad term that covers a wide range of problems, including
dyslexia and behavioral problems and the full range of ability. If a child having learning
disability, that child requires special education needs. Learning disabilities vary from child to
child. One child with LD may not have the same kind of learning problems as another child with
LD. This lifelong disability can interfere with the students’ acquisition of academic and other
basic skills necessary for survival as an independent adult. Some of the common signs of
learning disabilities and learning disorders in children will be able to catch the problem early and
take steps to get help to child. It is very important in paying attention to normal developmental
milestones for toddlers and preschoolers. As early detection of developmental differences is an
early signal of a learning disability and thus the problems that are spotted early can be easier to
correct. LD is real and a stumbling block for a nation’s development process.The problems of
children with specific learning disabilities have been a cause of concern to parents and teachers
for some time. When a LD is suspected based on parent and/or teacher observations, a formal
evaluation of the child is necessary. A parent can request this evaluation, or the school might
advise it. Parental consent is needed before a child can be tested. Many types of assessment tests
are available. Child's age and the type of problem determines the tests that child needs. A
complete evaluation often begins with a physical examination and testing to rule out any visual
 10

or hearing impairment (Julie M. et al.). Pediatricians are often called on to diagnose specific
learning disabilities in school- age children. Many other professionals can be involved in the
testing process. The purpose of any evaluation for LDs is to determine child's strengths and
weaknesses and to understand how he or she best learns and where they have difficulty. The
information gained from an evaluation is crucial for finding out how the parents and the school
authorities can provide the best possible learning environment for the child. Depending on the
type and severity of the disability, interventions may be used to help the individual learn
strategies that will foster future success. Some interventions can be quite simplistic, while others
are intricate and complex. Teachers and parents will be a part of the intervention in terms of how
they aid the individual in successfully completing different tasks. School psychologists quite
often help to design the intervention and coordinate the execution of the intervention with
teachers and parents. Social support can be a crucial component for students with learning
disabilities in the school system and should not be overlooked in the intervention plan. With the
right support and intervention, children with learning disabilities can become great success in
school as well as later in the society.
 11

CHAPTER II

REVIEW OF LITERATURE

Humphrey (2014) conducted a study - Challenges faced by teachers when teaching learners with
developmental disability in Tanzania. This study addressed the issue of children with
developmental disability by examining the challenges faced by teachers who teach children with
developmental disability and how they try to overcome these challenges. Local teachers in most
of the primary schools in Tanzania lack training in special needs education for children with
developmental disability and the general purpose of this study is to find out what challenges
teachers face when teaching children with developmental disability.

Mumpuniarti (2017) the study explored pedagogical strategies carried out by teachers to support
special need children in improving their level of literacy and numeracy. The current study
utilized qualitative research design this research was carried out in one of the elementary schools
in Yogyakarta, Indonesia. Data collected was analyzed manually by focusing on the main
aspects. Results demonstrated that 27 activities were frequently used by teachers in teaching
language and mathematics. Those activities are the common teaching practice for slow learners.
In order to evaluate the effectiveness of those practices, a focus group discussion with a group of
students was carried out. Results revealed that most students have problems in literacy (spelling,
reading complex words, and write long words) and numeracy (counting, subtraction,
multiplication and divide). As the common teaching practice was found to have minimal effect
on children’s literacy and numeracy, the current study suggests rethinking of a new pedagogical
approach for improving literacy and numeracy for slow learners.

Isave (2017) this study was trying to identify challenges faced by teachers while implementing
inclusive education in schools and their role in the teaching and learning process. It discusses
about the additional efforts taken by the regular school teacher to include students with special
needs in their classes and the key challenge to implement inclusive education in schools.

April H. Conti (2000) conducted a study - Motivation among students with learning disabilities
was to examine whether intrinsic motivation is a major factor in explaining academic
performance deficits in children with learning disabilities. Harter's Scale of Intrinsic Versus
 12

Extrinsic Orientation in the Classroom was given to 34 students with learning disabilities and 36
students without learning disabilities from Grades 4 to 6 from a suburban, middle-class school
district located in Southeastern New Jersey. It was proposed that students with learning
disabilities were less intrinsically motivated than students without identified learning disabilities.
However, the general pattern of results derived from a T-Test for Independent Samples did not
show a significant correlation between motivation orientations. Although students with learning
disabilities proved to be less intrinsically motivated on the criteria subscale, they scored similarly
to their non-handicapped peers on the challenge, curiosity, mastery, and judgment subscales.
These findings may be attributed to the minimal number of participants and that they were not
representative of the entire population.

Nombuso Gama et al (2016) conducted a study - Swazi Teachers’ Challenges in Including

Learners with Dyslexia was to explore the challenges faced by teachers when teaching learners
with dyslexia. The problem was that teachers seemed to struggle to understand learners who
failed to reach language proficiency. The study used qualitative research methods; where a
phenomenological design was used to conceptualize the essence of the teachers‟ challenges.
Participants were 12 (n = 12) purposively sampled English language teachers of dyslexic learners
who met a pre-determined criteria. Data on the teachers‟ challenges were collected by individual
interviews. Conventional content analysis was used to analyze the data. The data were
thematically presented. The findings suggest that teachers experience a lot of challenges
emanating from the lack of inclusive education training, knowledge and monetary support from
the Swazi Government.

Borah (2013) conducted a study - Slow learners: Role of teachers and Guardians in knowing
their hidden skills identified the major characteristics of slow learners. In the discussion with the
interventions for slow learners, it discusses certain specific strategies like reducing
environmental distractions, shorter assignments, alternative forms of assessment like orals etc.

Bar Nava (2015) Difficulties Experienced by Special Education Novice Teachers in Their
Induction Year, At the Various Special Education Frameworks in Israel: Outline of a Research
Study is focuses on the stage of the entry into teaching of the beginning teacher is a distinct stage
in the circle of the professional development of teachers and is accompanied by many challenges
and difficulties. The classic model of Fuller (1969) and its extension into the model of Fuller and
 13

Brown (1975) that addresses the beginning teacher’s concerns, presents three stages in the
beginning teacher’s professional development: the stage of survival concerns about the self, the
stage of mastery concerns about tasks/situations, and the stage of impact concerns about the
impact on students. This article seeks to present a research outline that addresses a population on
which the research has not focused extensively, the novice teachers in special education, who
work in the different frameworks of special education that present the novice teachers with
challenges and difficulties. The research will examine what are the difficulties of the novice
teachers in special education, in the different frameworks of special education, during the year of
their entry into teaching. In addition, the research will examine whether there is a distinction
between the different frameworks in the aspect of the difficulties with which the novice teachers
cope, as well as in the solutions provided to them in coping with their difficulties. The
importance of this research study is by extension the theoretical academic knowledge about the
entry into teaching and the difficulties of beginning teachers in special education, and the
possibility to use this knowledge to improve the mechanisms of absorption of the special
education novice teachers in the educational field.

Rema (2016) conducted a study- challenge of teaching in a mixed ability classroom. This study
focuses on the challenges of a teacher who teaches in a mixed ability classroom and different
ways by which a teacher can deal with the learning disability, high achievers, slow learners and
the other. And the challenges faced by teacher while teaching these type of learners.

Kuldeep Singh Katoch, et al (2016) had done a study on the Problems Faced by Teachers in
Special Schools of Himachal Pradesh. The investigation was undertaken to study the problems
faced by teachers of special schools for speech and hearing impaired children in Himachal
Pradesh. For conducting this investigation, survey method was employed and all the teachers
serving in special school Dhalli (Shimla) and Sundernagar (Mandi) were included in the sample.
The data was gathered with the help of a self-developed interview schedule for teachers which
contained both close-ended and open-ended items. The data were analyzed by employing
frequency count and percentage analysis. It was pointed out by teachers of special school Dhalli
and Sundernagar that these schools are lacking in proper infrastructural facilities, subject-wise
teaching staff and they are facing many other difficulties which has been explained in detail in
this paper.
 14

NEED FOR STUDY

The special education teachers those who are dealing children with learning disabilities are
facing various challenges and difficulties. Majority of the institutions are following similar
conventional curriculum and the students find it difficult to cope up with this traditional learning
method so teachers spend a large amount of time on preparing the teaching materials for such
learners. And they try different strategies to help them learn literacy and numeracy. So it is
evident that there are challenges faced by special educators. This study aims to identify the
challenges faced by such teachers. By doing so, the school administration can understand the
challenges faced by special need teachers and address them, thereby increasing their satisfaction
in the work place.
 15

CHAPTER III
METHODOLOGY

Aim: To explore the challenges faced by teachers while teaching children with learning
disability.

Research questions:

1) What is the teacher’s understanding of learning disability?

2) What challenges do remedial teachers face while teaching children with learning

disability and how do they overcome them?

3) What are the teaching approaches and methodology used to teach children with

learning disability?

Objectives:

1. To study what challenge do teachers face while teaching children with learning disability.

2. To study how they overcome the challenges while teaching children with learning disability.

Operational Definitions:

Learning disability: Neurodevelopment Disorder3 that impedes the ability to learn or use
specific academic skills (e.g., reading, writing, or arithmetic), which are the foundation for other
academic learning. The learning difficulties are ‘unexpected’ in that other aspects of
development seem to be fine. Early signs of learning difficulties may appear in the preschool
years (e.g., difficulty learning names of letters or counting objects), but they can only be
diagnosed reliably after starting formal education. SLD is understood to be a cross-cultural and
chronic condition that typically persists into adulthood, albeit with cultural differences and
developmental changes in the way the learning difficulties manifest (DSM 5).
 16

Special educator: educators those who teaches learners with developmental disability by using
specific teaching approach and techniques.

Challenges: challenges that faced by remedial teachers while teaching learners with learning
disability. While teaching the learners remedial teachers face various challenges while
motivating the learners as compared to normal learners as their self-esteem is lesser in
comparison as well as they sometimes do not stay positive so encouraging the learners is also a
challenge. While implementing various strategies for reinforcing the learner, the remedial
teachers face challenges while choosing appropriate strategies. There are also challenges faced
by the remedial teachers while interacting with the learners. The remedial teachers must be
aware of what materials will be appropriate while teaching.

Research Design:

Qualitative research (Descriptive research study).

The research study used descriptive research , it is primarily concerned with finding out what is
in the field, it used this study as a suitable way to gather vital information regarding the current
status of the problem which was the challenges faced by teachers when teaching learners with
learning disability and how they try to overcome these challenges. This design greatly helped me
to increase the knowledge about the challenges faced by teachers.

Sample:

The sample consist of primary school special needs teachers or remedial teachers in Bangalore
city, Karnataka, India. The samples of 10 teachers were collected.

Sampling Method:

The researcher used purposive sampling technique.

Inclusion criteria:

The study will include teachers those who are in to remedial teaching.

The study will include those who are special needs school teachers.
 17

Exclusion criteria:

The study will exclude the regular school teachers.

The study will exclude those who have less than two year experience in the field.

Tools:

Semi-Structured Interview

The interview questions would be formulated on the basis of main research question. What is the
teacher ‘s understands of learning disability, What challenges do remedial teachers face while
teaching children with learning disability, how do they overcome them and What are the
teaching approaches and methodology used to teach children with learning disability These are
the types of questions asked in interview.

Procedure:

The participants who met the inclusion criteria were selected for the study. At the start of the
session each participants was briefed about the study. Informed consent was taken by the
participants. Informed consent is a mechanism for ensuring that people understand what it means
to participate in a particular research study so they can decide in a conscious, deliberate way
whether they want to participate. Socio demographic sheet were given to the subject.

A variety of open-ended questions are chosen to elicit the most information possible in the time
available. Data were collected through semi- structural individual interviews. Semi- structural
individual interviews are optimal for collecting data on individuals’ perspectives, and
experiences are being explored. The information was collected through verbal interchange or
conversation. Non-verbal behaviors and the interview context were also noted and it becomes the
part of the data.

Analysis:

When the process of data collection is over, the raw data will be transcribed. Afterwards,
thematic analysis will be used to organize the transcribed data.
 18

Ethical consideration

The participants will sign an informed consent form which provides the basic details of the study
before taking part.

The confidentiality of the participants in the study will be maintained. No personal details will be
disclosed.

The overall results of the study will be open to those interested; however, the individual results
will remain confidential.

The participants are free to drop out of the study if they are uncomfortable in being a part of it.
 19

CHAPTER IV

RESULTS

Table 4.1 Challenges faced by teachers in preparing teaching materials

Themes Sub themes Statements

Teaching material and Worksheet Preparation We do have different children with
Curriculum structure. different difficulties so to teach
with one approach or a material
which benefit everybody is a
challenge, then you need to be on
your feet always(T6)

Sometimes I find difficult, working

with these children doesn’t go with
one way we have to work with lot of
other things also so keep working
and thinking lot out of the box and
we should make worksheet for
them(T3)

Material preparation is a challenge

because I have to prepare specific
materials (T8)

Table 4.2 Challenges faced by teachers due to children’s behavioural issue

Theme Sub themes Statements

Class room behaviour Sometimes the children won’t sit

Behavioural issues.
properly in class, they will be always
restless and inattentive .(T5)

Children have little bit of

behavioural issues ,I think it’s
Social interaction because they are aware about their
short comings and their difficulties
so they shows some social
issues(T4)
 20

Table 4.3 Challenges faced by teachers due to lack of time

Theme Sub theme Statements

Lack of time Lack of time for preparing
worksheet and teaching
You have goal set that you want
to reach and you never reach at
in time because there is always a
lag that is the biggest challenge.
(T7)

While dealing with these

children, it doesn’t go with one
way; we have to work with lot of
other things also so there is
always a time issue. (T2 and T3)

The challenge is time, required

time is not there so what we
want to deliver that can’t be
delivered sometimes.(T8)

Sometime I feel like that I

Lack of time for focus on couldn’t able to spare enough
child time to focus each child. (T10)

Time is a limit, I couldn’t able to

look at children one on one
.sometime child gets emotion so
along with the class I need to
take care about all these .(T4)

Table 4.4 Challenges faced by teachers because of parental expectation and issues

Theme Sub theme Statements

Parental expectations and Over expectation If a parent has accepted that

Parental issues their child has a learning deficit
then it is much easier, but most
of the time parents come and say
I want my child to be doctor or
 21

engineer, the typical sort of

mentality that’s the
challenge.(T7)

Sometime we see that parents

are not accepting the child’s
No acceptance difficulty, there is denial then we
feels some restriction, there is
closing of communication they
don’t want to listen to our side
or what we face and we do need
the parents helps to work with
the child without that what we
do is not enough so sometimes
that help doesn’t come
through.(T5)

Sometimes one parents is

accepting, one parent is not so
we try to work with the parent
who accepts and try to get them
to help the child at home (T8)

It’s very difficult because

parents are not open-minded
towards the child’s issue and
they are not accepting the fact
then it becomes very hard (T6)

Table 4.5 Challenges faced by teachers in motivating the children

Themes Sub themes Statements

Motivation Motivating the children Motivating the children seems to

be very difficult.(T1 to T10)
 22

Table 4.6 Challenges faced by teachers in building self-esteem in children

Theme Sub theme Statements

Self-esteem Building self esteem in level of self-esteem is low in
children children and because of that it’s
difficult to motivate the child.(T1
to T10)

Table 4.7 Challenges faced by teachers due to children’s emotional issues

Theme Sub theme Statements

Emotional issues Children’s emotional issues We feel hard when the children
have emotional issues and this
affects their performance. (T1 to
T10)

Sometimes suddenly they will

have mood swings and I couldn’t
understand what to do.(T3)

Table 4.8 Teaching approaches and methods used by teachers

Theme Sub theme Statements

Approaches and methods Teaching methods I personally use alpha to amega
methodology which is a phonetic
way of teaching english (T7)

I use regular conservative

teaching methods along with that
I try to give them hand on
experiences and I show videos
before every topic (T2) and (T6)

For me it’s like trial and error

method I use if it work outs with
child I will follow with that, if it
doesn’t work out then I will find
out other way. ( T3)

We use all kind of teaching

methods like visual, auditory and
kinesthetic (VARK). (T1),
(T4)and (T9)
 23

Depending on the child we use

different teaching methods and
multisensory methods are also
used.(T5) and (T8)
I use adapted lessons, the difficult
lessons I adapt it and make
worksheet simpler.(T10)

Table 4.9 Methods used to overcome the challenges by teachers

Sl No Challenges Methods used to overcome

Selecting appropriate teaching methods and
1 Teaching material and Curriculum styles.
structure. Preparing teaching materials according to
each learner.
Some basic trainings are provided to the
2 Lack of time. parents of the learners so they can take care
of the academics from home.
The moment the child answers is satisfying
and we forget about time issues.

Assign responsibilities to the learners who

3 Behavioral issues. have behavioral issues.

Provide various kinds of works and activities

to make them engage.

Convince the parents that their child have a

4 Parental expectations difficulty in learning.
 24

Explaining about the child’s limitations and

difficulty and make them understand the of
their child issues.

Parental counselling.

Parent support group (PGS).

By providing constant encouragement to the
5 Motivating the students children.

Appreciating the children for each and small

things.

Giving positive reinforcement for working

on a task.

Rewards such as verbal praise, earning

points are given to children to make them
motivate.

Give students incremental challenges.

Facilitating a supportive and judgment-free
6 Building self-esteem. space in which to share their feelings.

Telling them examples of other people who

have struggled with and overcome similar
life challenges.
Delve deeper into their interests and look for
hidden talents and giving them plenty of
opportunities to develop these further.
 25

Teaching various coping strategies that help

them to succeed in tasks.

By Creating trust on teachers and provide an

7 Emotional issues of the children. open space to talk about their problems.

Make them believe that they can share

everything to teachers and they won’t judge
them.
 26

CHAPTER V

DISSCUSION

TEACHERS KNOWLEDGE ABOUT LEARNING DISABILITY

Teacher 1
When responding to this interview question teacher 1 answered by saying that:

There is a faulty wiring which is happening in the brain, so the input which is coming into the
brain might not necessarily you see as the output. Even through the children are very intelligent
probably have high IQ; they have some difficulty due to the faulty processing of the brain.
According to her, children with learning disability are those children who have a faulty wiring
happening in the brain due to that reason the children has problems in information encoding and
retrieval. She said that many children are very intelligent but they are facing difficulty because of
the faulty processing in the brain so special educators are proving remedial for them to cope up.

Teacher 2
When asked this question, teacher 2 had the following explanation.

Children who find difficult to learn thing in a normal way that a typical children learn but they
can learn the things by being taught in a different way, in the way they can understand.
According to her explanation, she understood children with learning disability as having
limitations in learning ability compared to ordinary children those who able to learn in the
conventional learning method.

Teacher 3
Regarding this question, teacher 3 elaborated that learning disability is a challenge, and it’s a
fear. And she understands that it is not a disability it’s a fear that which has to pull out from the
children and we have to show the children a confident way to move forward.
 27

Teacher 4
Learning disability according to her academically they are not able to read or write. But not only
about the academic issues it’s a combination of behavioral problems and learning issues.
Children with learning disability have difficulty in cognitive development. She saying that the
cognitive development is slow compared to an ordinary child.

Teacher 5
When asked this question, teacher 5 had the following explanation.

Learning disability has nothing to do with the intelligence of the child. Child can be intelligent
and still have learning disability.
According to her explanation, she understood that learning disability has nothing to do with the
intelligence of the children with learning disability. And she says that even through the child has
high intelligence, there are chance to have learning disability.

Teacher 6
When asked this question, teacher 6 had the following explanation.

It’s got nothing to do with any kind of physical difficulty, which is visual impairment, hearing
impairment, not being able to speak but it’s got something to do with their difficulty with
reading, writing, math’s and oral language.
According to her explanation, she understood children with learning disability as having
difficulty with reading, writing, math’s and oral language. And there is nothing to with any kind
of physical difficulty.

Teacher 7
Learning disability according to her means anything that where there is a deficit between what
they read or hear and what they comprehend from it. According to her explanation, she
understood learning disabilities are the issues of a child in reading, writing and comprehension.
 28

Teacher 8
Developmental disability according to her means delays in child cognitive development due to
several reasons; neurological factors, and problem during pregnancy and birth and Heredity.
According to her explanation, she understood children with learning disability are having
difficulty in cognitive development.

Teacher 9
When asked this question, teacher 9 had the following explanation.

Children who find it difficult to process certain kind of information or children who find it
difficult to spell or write an expression.
According to her explanation, she understood children with learning disability as having
limitations or difficult to process information or children having difficulty in reading and writing.

Teacher 10
Learning disability according to her means anything that there is misconnection in the brain
wiring so they have a problems in read, hear and comprehension. According to her explanation,
she understood learning disabilities are the issues of a child in reading, writing and
comprehension.

Challenges faced by the teachers & methods to overcome them

a) Teaching material and Curriculum structure
According to teacher 3 “Sometimes I find difficult, working with these children doesn’t go with
one way we have to work with lot of other things also so keep working and thinking lot out of
the box and we should make worksheet for them”

According to teacher 6 “We do have different children with different difficulties so to teach with
one approach or a material which benefit everybody is a challenge, then you need to be on your
feet always”
 29

According to all the teachers, “I modify the curriculum according to the weakness of the child in
the subject area”

According to all the teachers “we make worksheet and teaching materials and discuss among
ourselves so it takes less effort than work alone”

The teachers are having problems while they prepare the teaching materials and the curriculum.
They have to prepare the materials in manner which each student should able to understand and
the each student comprehension ability is also varying one to another. So the teachers should be
creative and find their own methods to help the students in the class with teaching materials.
Sometimes when the teaching method or materials are not working hence they need to find or
create new strategies to get better results. Most of the teachers have experienced creating
teaching materials and curriculum has a challenge.

b) Lack of time
According to all the teachers “Modification of the curriculum and making the worksheet
for each child is time consuming “

According to teacher 7 “You have goal set that you want to reach and you never
reach at in time because there is always a lag that is the biggest challenge”

According to teacher 2 and 3 “While dealing with these children, it doesn’t go with one way we
have to work with lot of other things also so there is always a time issue”

According to teacher 8 “The challenge is time, required time is not there so what we want to
deliver that can’t be delivered sometimes”

According to teacher 10 “Sometime I feel like that I couldn’t able to spare enough time to focus
each child”

According to teacher 4 “Time is a limit, I couldn’t able to look at children one on one. Sometime
child gets emotion so along with the class I need to take care about all these”
 30

According to teacher 1and 6“The moment the child answers is satisfying and we forget about all
the problems”

According to teacher4and 6 “The smile on the child’s face when they understand gives
energy”

According to all the teachers “The imitative the children take to answer makes me happy”
The teachers are having problems with the time which they get and they are not able finish their
works within the time period. For preparing the worksheet and teaching materials it takes a lot of
time and along with that they need to spend time with the children a part from the usual class
session. And sometimes they face trouble in delivering what they really want to do because of
the lack of time. But they find ways to overcome all these issues in a positive manner by
considering children’s responses for their effort.

c) Expectations from parents

According to teacher 7 “If a parent has accepted that their child has a learning deficit then it is
much easier, but most of the time parents come and say I want my child to be doctor or engineer,
the typical sort of mentality that’s the challenge”

According to teacher 5”Sometime we see that parents are not accepting the child’s difficulty,
there is denial then we feels some restriction, there is closing of communication they don’t want
to listen to our side or what we face and we do need the parents helps to work with the child
without that what we do is not enough so sometimes that help doesn’t come through”

According to teacher 6 “It’s very difficult because parents are not open-minded towards the
child’s issue and they are not accepting the fact then it becomes very hard”

According to teacher 8 “Sometimes one parents is accepting, one parent is not so we try to work
with the parent who accepts and try to get them to help the child at home “
 31

According to teacher 10 “We always try and encourage the other parent who is not accepting
and who is not coming to school regarding their child’s issues and make them accept and come
to school”
The teachers are facing problems while they deal with parents, some of the parents are not ready
to accept that their child has difficulty and they need to give more attention and care. In some
case acceptance from the parent is not seen and that itself become a challenge for teachers to co
ordinate. Parents over expectation are becoming a problem for the child and teacher. But the
teachers are trying their best to convince and encourage the parents to a get involve in child’s
issues.

d) Behavioral issues
According to all the teachers “It’s difficult to handle the child with behavioral problems
in the class room"

According to teacher 5” Sometimes the children won’t sit properly in class, they will be
Always hyperactive and inattentive”

According to teacher 4 “Children have little bit of behavioural issues, I think it’ because they
are aware about their short comings and their difficulties so they shows
some social issues”

According to teacher 1 and 6 “We assign responsibilities to the child’s like discipline leader,
class leader e.t.c”

According to teacher 4, 7 and 9 “I give various kinds of works and activities to make them
engage”
The teachers are facing problems to handle the children in the class room those who have
behavioural issues. Over the years, parents, educators, and other professionals have identified a
wide variety of characteristics associated with learning disabilities like Hyperactivity,
Impulsivity e.t.c are evident in the children(Gargiulo, 2004).Along with this difficulty in social
interaction is also noticed in these children.
 32

e) Motivating the students

According to all the teachers “Motivating the children seems to be very difficult”

According to teacher1 and 8 “We work on the strength; each small step of achievement is
uploaded and encouraged so it helps the child to build up confidence and we try to create
competence in children”

According to teacher 4and 2 “I talk to them about the people who overcome the similar problems
in their life and recommend them to keep role models”
Motivating the children with learning disability is complex task where the teachers try to create
competence in task completion and academics. As competence in a subject or task improves,
however, motivation typically increases, generating a cycle of engagement, motivation, and
competence that supports better academic achievement for students with varying abilities (Irvin,
Meltzer, & Dukes, 2007). Because motivation leads to engagement, motivation is where parents
and teachers need to begin, especially for students that are experiencing learning disabilities
(LD) in reading, writing, spelling, and mathematic problem solving.

f) Building self-esteem
According to all the teachers “level of self-esteem is low in children and because of that it’s
difficult to motivate the child”

According to teacher 2 and 7 “we facilitate a supportive and judgment free space where the child
can perform without any hesitation and we praise them and gives them various extrinsic rewards
to for their performance”

According to teacher 4 and 8 “We delve deeper into their interests and look for hidden talents
and giving them plenty of opportunities to develop these further”

According to teacher 1, 2 and 3 “we teach them various coping strategies that help them to
succeed in tasks”
 33

According to teacher 3“Telling them that you can do it and just work hard ,come forward and
keep doing it you will learn it up”

Self-esteem of the child with LD will naturally low due to various reasons so teachers are giving
them a supportive space to bring them out of boundaries and explore their abilities. To build self-
esteem in children with learning disabilities teachers are using extrinsic rewards, found that a
teacher’s use of praise and extrinsic reward often led to increases in students’ intrinsic
motivation. Likewise, messages teachers and parents communicate to students with LD, whether
intentionally or unintentionally, can affect students’ motivation, learning goals, and academic
outcomes (Hattie & Timperley, 2007; Klassen & Lynch, 2007).

b) Emotional issues of the children

According to the all teachers “We feel hard when the children have emotional issues and this
affects their performance”

According to teacher 3 “Sometimes suddenly they will have mood swings and I couldn’t
understand what to do”

According to teacher 4 and 9 “By building trust on us and we make sure that a open space is
given to them to talk about their feelings and problems”

According to teacher 6, 7 and 10 “we try to make them believe that they can share everything to
us and we won’t judge them”
Emotional problems among children with learning problems are quit commonly seen and the
teachers are feeling hard to deal with those problems. Children who have LD will have emotional
problems like less of activity, lack of interaction, lack of a sense of self-confidence; reduce the
value of self, sadness, emotion confusion, and emotional distractions (Hassan. 2015).

Teaching approaches and methods used by teachers

According to teacher 7 “I personally use alpha to amega methodology which is a phonetic way of
teaching English”

According to teacher 2 and 6 “ I use regular conservative teaching methods along with that I try
to give them hand on experiences and I show videos before every topic”
 34

According to teacher 3 “For me it’s like trial and error method I use if it work outs with child I
will follow with that, if it doesn’t work out then I will find out other way”

According to teacher 1, 4 and 9 “We use all kind of teaching methods like visual, auditory and
kinesthetic (VARK)”

According to teacher 5and 8 “Depending on the child we use different teaching methods and
multisensory methods are also used”

According to teacher 10 “I use adapted lessons, the difficult lessons I adapt it and make
worksheet simpler”
Teachers use various kinds of methods to teach children with learning disability. They select
teaching method by looking at the child’s weakness and the area of deficit. Alpha to amega,
multisensory, trial and error, adaptive and VARK methods are the commonly used teaching
methods. These strategies can be used to modify instruction in most subject areas to improve
students' comprehension of tasks and the quality of their work. These approaches. Scaffolding is
also a effective method that makes a real difference in learning disabled children. Success for the
student with learning disabilities requires a focus on individual achievement, individual progress,
and individual learning. This requires specific, directed, individualized, intensive remedial
instruction for students who are struggling with difficulties. Learning in a special class setting
with individual monitoring will also help the children to improve their learning (LDA)
 35

CHAPTER VI
SUMMARY AND CONCLUSION

This research was done to understand what are the challenges faced by teachers while teaching
children with learning disability and how do they overcome these challenges. This study also
provides the explanation (as given by the respondents) in the various areas of challenges that
teachers face while teaching. The following are some of the major challenges that have been
derived from analysis:

 Challenges faced by teachers.

1. Teaching material and curriculum structure.

2. Lack of time.
3. Expectations from parents.
4. Behavioral issues.
5. Motivating the students.
6. Building self-esteem.
7. Emotional issues of the children.

These seven challenges are commonly faced by the teachers and they have their own methods to
overcome all these challenges.

 Teaching approaches and methodology.

1. Alpha to amega
2. Multisensory
3. Trial and error
4. Adaptive
5. VARK

These are the different kind of teaching strategies and methodology used by the teachers who

dealing with learners with learning disability. And there is no specific method, the nature or kind

of method will vary according to the child’s weakness or area of disability.

 36

LIMITATIONS

Limitations of the present work serve as an opportunity for the future researchers. However,
there are certain limitations that should be addressed.

 Data was collected only from one school.

 The socioeconomic, cultural and religious backgrounds of the participants were not
accounted for in the study.
 The sample size was small as well.
 Time constraint for the respondents, & because of it, the quality of the research work was
affected.
 37

IMPLICATIONS

This study describes about the challenges faced by teachers while teaching learners with learning
disability and the methods used to overcome these challenges. By describing the various
challenges we can address all these challenge and make the school administration understand the
challenges faced by special need teachers and address them, thereby increasing their satisfaction
in the work place.
 38

CHAPTER VII
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