Pedagogical Strategies for Teaching Students with Learning Difficulties in Resource-Constrained Schools

References

[1] Adebisi, R.O., Liman, N.A., and Longpoe, P.K. (2015). Using assistive technology in teaching children with learning disabilities in the 21st century. Journal of Education and Practice, 6(24), pp.14-20.

[2] Ademokoya, J. A. (2007) ‘Developing low-cost instructional materials for inclusive classrooms in Nigeria’, The African Symposium: An Online Journal of the African Educational Research Network, 7(2), pp. 23–30.

[3] Adewumi, T.M. and Mosito, C. (2019). Experiences of teachers in implementing inclusion of learners with special education needs in selected Fort Beaufort District primary schools, South Africa. Cogent Education, 6(1), p.1703446.https://doi.org/10.1080/2331186X.2019.1703446

[4] Agbenyega, J. S. (2007). ‘Examining teachers’ concerns in implementing inclusive education in Ghana’, International Journal of Whole Schooling, 3(1), pp. 41–56.

[5] Agbenyega, J., (2007). Examining Teachers' Concerns and Attitudes to Inclusive Education in Ghana. International Journal of Whole Schooling, 3(1), pp.41-56.

[6] Ainscow, M. (2016) ‘Diversity and equity: A global education challenge’, New Zealand Journal of Educational Studies, 51(2), pp. 143–155. https://doi.org/10.1007/s40841-016-0056-x

[7] Ainscow, M. andSandill, A. (2010) ‘Developing inclusive education systems: The role of organisational cultures and leadership’, International Journal of Inclusive Education, 14(4), pp. 401–416. https://doi.org/10.1080/13603110802504903

[8] Ainscow, M., Booth, T. and Dyson, A. (2006) ‘Improving schools, developing inclusion’, Routledge. https://doi.org/10.4324/9780203967157

[9] Ainsworth, R. E. (2007) ‘Pedagogy and learning difficulties: Global perspectives’, International Journal of Inclusive Education, 11(3), pp. 283–299. DOI:

[10] Ajayi, K. and Afolabi, F. (2014) ‘Inclusive education in Nigeria: Challenges and prospects’, Journal of Education and Practice, 5(6), pp. 112–118.

[11] Ajuwon, P. M. (2008) ‘Inclusive education for students with disabilities in Nigeria: Benefits, challenges and policy implications’, International Journal of Special Education, 23(3), pp. 11–16. https://share.google/CuFpmzoNzKXUiojgB

[12] Ajuwon, P. M. and Brown, I. (2012) ‘Education of students with disabilities in Nigeria: Challenges and opportunities’, International Journal of Special Education, 27(1), pp. 1–12.

[13] Ajuwon, P.M. (2012). Making inclusive education work in Nigeria: Evaluation of special educators' attitudes. Disability studies quarterly, 32(2).https://doi.org/10.18061/dsq.v32i2.3198

[14] Alloway, T. P. and Alloway, R. G. (2010) ‘Investigating the predictive roles of working memory and IQ in academic attainment’, Journal of Experimental Child Psychology, 106(1), pp. 20–29. https://doi.org/10.1016/j.jecp.2009.11.003

[15] Anderson, K. M. (2007) ‘Differentiating instruction to include all students’, Preventing School Failure: Alternative Education for Children and Youth, 51(3), pp. 49–54. DOI: https://doi.org/10.3200/PSFL.51.3.49-54

[16] Anselmo, S. and Laura, C. (2015) ‘Institutional and cultural barriers to inclusive education: A global perspective’, International Review of Education, 61(3), pp. 371–387.

[17] Armstrong, A. C., Armstrong, D.,andSpandagou, I. (2010). ‘Inclusive education: International policy & practice’, SAGE Publications.

[18] Avramidis, E. and Norwich, B. (2010) ‘Teachers’ attitudes towards integration/inclusion: A review of the literature’, European Journal of Special Needs Education, 17(2), pp. 129–147. DOI: https://doi.org/10.1080/08856250210129056

[19] Bandura, A. (1997).Self-efficacy: The exercise of control, W.H. Freeman, New York. DOI:

[20] Barton, L. (2003).Inclusive education and teacher education: A basis for hope or a discourse of delusion, Routledge, London.

[21] Bronfenbrenner, U. (1994). Ecological models of human development. International encyclopedia of education, 3(2), pp.37-43.

[22] Buli-Holmberg, J. and Jeyaprathaban, S. (2016) ‘Effective practice in inclusive and special needs education’, International Journal of Special Education, 31(1), pp. 119–134.

[23] Bush, T. and Glover, D. (2014) ‘School leadership models: What do we know?’, School Leadership & Management, 34(5), pp. 553–571. https://doi.org/10.1080/13632434.2014.928680

[24] Chataika, T., McKenzie, J., Swart, E. andLyner-Cleophas, M. (2012) ‘Access to education in Africa: Responding to the United Nations Convention on the Rights of Persons with Disabilities’, Disability & Society, 27(3), pp. 385–398. https://doi.org/10.1080/09687599.2012.654989

[25] Chimedza, R. and Peters, S. (2006) ‘Disability and inclusive education in Zimbabwe: Policy, practice, and prospects’, Prospects, 36(3), pp. 289–301.

[26] Chitiyo, M. & Muwana, F. C. (2018) ‘Barriers and facilitators to the implementation of inclusive education in Zambia’, International Journal of Inclusive Education, 22(4), pp. 397–412.

[27] Donald, D., Lazarus, S. &Lolwana, P. (2010).Educational psychology in social context: Ecosystemic applications in Southern Africa, 4th edn., Oxford University Press Southern Africa, Cape Town.

[28] Ebersӧhn, L. and Eloff, I. (2006) ‘Participatory approaches to inclusive education in Southern Africa’, Prospects, 36(3), pp. 305–322.

[29] Ede, M. O. and Okeke, C. I. O. (2015) ‘Teacher preparedness for inclusive education in Nigerian primary schools’, Mediterranean Journal of Social Sciences, 6(2), pp. 327–334.

[30] Emeh, C. and Okoli, J. N. (2015) ‘Teachers’ perception of inclusive education in Nigerian secondary schools’, Journal of Education and Practice, 6(34), pp. 43–51.

[31] Eze, P. I., Okeke, C. I. O., and Chukwu, O. (2016) ‘Barriers to successful implementation of inclusive education in Nigeria’, Asian Journal of Inclusive Education, 4(2), pp. 35–52.

[32] Ezegbe, B. N. and Nneka, J. (2013) ‘Professional development needs of teachers for effective implementation of inclusive education in Nigeria’, US-China Education Review, 3(5), pp. 335–341.

[33] Florian, L. (2014) ‘What counts as evidence of inclusive education?’, European Journal of Special Needs Education, 29(3), pp. 286–294. https://doi.org/10.1080/08856257.2014.933551

[34] Florian, L. (2015) ‘Conceptualising inclusive pedagogy: The inclusive pedagogical approach in action’, Teaching and Teacher Education, 49, pp. 69–77. https://doi.org/10.1108/S1479-363620150000007001

[35] Florian, L. and Linklater, H. (2010). ‘Preparing teachers for inclusive education: Using inclusive pedagogy to enhance teaching and learning for all’, Cambridge Journal of Education, 40(4), pp. 369–386. https://doi.org/10.1080/0305764X.2010.526588

[36] Forlin, C. & Chambers, D. (2011) ‘Teacher preparation for inclusive education: Increasing knowledge but raising concerns’, Asia-Pacific Journal of Teacher Education, 39(1), pp. 17–32. https://doi.org/10.1080/1359866X.2010.540850

[37] Friend, M. and Cook, L. (1992). Interactions: Collaboration skills for school professionals. Longman Publishing Group, 95 Church Street, White Plains, NY 10601.

[38] Gillies, R.M. (2016). Cooperative learning: Review of research and practice. Australian Journal of Teacher Education (Online), 41(3), pp.39-54.

[39] Hattie, J. (2012).Visible learning for teachers: Maximizing impact on learning, Routledge, London. https://doi.org/10.4324/9780203181522

[40] Hennessy, S., Haßler, B. and Hofmann, R. (2015). Challenges and opportunities for teacher professional development in the interactive use of technology in African schools. Technology, pedagogy and education, 24(5), pp.1-28.https://doi.org/10.1080/1475939X.2015.1092466

[41] Hornby, G. (2015) ‘Inclusive special education: Development of a new theory for the education of children with special educational needs and disabilities’, British Journal of Special Education, 42(3), pp. 234–256. https://doi.org/10.1111/1467-8578.12101

[42] Jitendra, A.K., Dupuis, D.N., Star, J.R., and Rodriguez, M.C. (2016). The effects of schema-based instruction on the proportional thinking of students with mathematics difficulties with and without reading difficulties. Journal of Learning Disabilities, 49(4), pp.354-367.https://doi.org/10.1177/0022219414554

[43] Khan, I. (2011) ‘Challenges of implementing inclusive education in developing countries’, International Journal of Special Education, 26(1), pp. 85–93.

[44] Landsberg, E., Krüger, D. and Nel, N. (2005).Addressing barriers to learning: A South African perspective, Van Schaik Publishers, Pretoria.

[45] Le Fanu, G. (2013). Reconceptualising inclusive education in international development. In Education quality and social justice in the global South (pp. 40-56). Routledge.

[46] Leithwood, K., Harris, A. and Hopkins, D. (2008) ‘Seven strong claims about successful school leadership’, School Leadership & Management, 28(1), pp. 27–42. https://doi.org/10.1080/13632430701800060

[47] Lindqvist, G. andNilholm, C. (2013). Making schools inclusive? Educational leaders’ views on how to work with children in need of special support, International Journal of Inclusive Education, 17(1), pp. 95–110. DOI: https://doi.org/10.1080/13603116.2011.580466

[48] Lyon, G. R., Shaywitz, S. E. andShaywitz, B. A. (2003) ‘A definition of dyslexia’, Annals of Dyslexia, 53(1), pp. 1–14. https://doi.org/10.1007/s11881-003-0001-9

[49] Makoelle, T. M. (2014) ‘Pedagogy of inclusion: A quest for inclusive teaching and learning’, Mediterranean Journal of Social Sciences, 5(20), pp. 1259–1267. https://doi.org/10.5901/mjss.2014.v5n20p1259

[50] Mittler, P. (2000).Working towards inclusive education: Social contexts, David Fulton Publishers, London. https://doi.org/10.4324/9780203386149

[51] Mukhopadhyay, S. (2014) ‘Implementing inclusive education in Africa: The case of Botswana’, European Journal of Special Needs Education, 29(2), pp. 173–186. https://doi.org/10.1080/08856257.2013.859818

[52] Mutua, K. and Dimitrov, D. M. (2001) ‘Prediction of school enrolment of children with intellectual disabilities in Kenya: The role of parental attitudes and education’, International Journal of Disability, Development and Education, 48(4), pp. 371–385. https://doi.org/10.1080/10349120120053658

[53] Mwangi, E. andOrodho, J. A. (2014) ‘Challenges facing implementation of inclusive education in public primary schools in Kenya’, Journal of Education and Practice, 5(16), pp. 118–125.

[54] Nel, M., Engelbrecht, P., Nel, N. andTlale, L. D. (2014) ‘South African teachers’ views of collaboration within an inclusive education system’, International Journal of Inclusive Education, 18(9), pp. 903–917. DOI: https://doi.org/10.1080/13603116.2013.858779

[55] Obiakor, F. E. and Offor, M. T. (2011) ‘Special education provision in Nigeria: Analysing context, problems, and prospects’, International Journal of Special Education, 26(1), pp. 25–33.

[56] Ochieng, P. A. andOrodho, A. J. (2014) ‘Teachers’ and students’ perceptions on peer tutoring and its influence on academic performance in secondary schools in Kenya’, Journal of Education and Practice, 5(29), pp. 102–111. http://elibrary.pu.ac.ke/handle/123456789/885

[57] Okeke, C. I. O. and Eze, S. C. (2010) ‘Repositioning inclusive education in Nigerian schools through teacher preparation’, African Journal of Educational Research and Development, 4(2), pp. 123–134.

[58] Okeke, C. I. O. andMtyuda, P. N. (2017). ‘Teacher job dissatisfaction: Implications for teacher sustainability and social transformation’, Journal of Teacher Education for Sustainability, 19(1), pp. 54–68. https://doi.org/10.1515/jtes-2017-0004

[59] Okoye, R. and Chukwu, I. (2015) ‘Constraints in teaching learners with special needs in rural Nigerian schools’, African Journal of Teacher Education, 5(2), pp. 45–56.

[60] Omodan, B. I. and Tsotetsi, C. T. (2018) ‘Enhancing inclusive education through community engagement in South African rural schools’, Journal of Social Studies Education Research, 9(3), pp. 129–144.

[61] Opoku, M. P., Nsibande, R. N. andNketsia, W. (2015) ‘Teacher educators’ and pre-service teachers’ preparedness for inclusive education in Ghana and Lesotho’, International Journal of Inclusive Education, 19(4), pp. 375–391.

[62] Reid, G. and Green, S. (2011).Working with dyslexia: Theory and practice, SAGE Publications, London.

[63] Savolainen, H., Engelbrecht, P., Nel, M.,and Malinen, O-P. (2012) ‘Understanding teachers’ attitudes and self-efficacy in inclusive education: Implications for teacher education’, European Journal of Special Needs Education, 27(1), pp. 51–68. https://doi.org/10.1080/08856257.2011.613603

[64] Singal, N. (2008) ‘Working towards inclusion: Reflections from the classroom’, Teaching and Teacher Education, 24(6), pp. 1516–1529. DOI: https://doi.org/10.1016/j.tate.2008.01.008

[65] Slee, R. (2011).The irregular school: Exclusion, schooling and inclusive education, Routledge, London. https://doi.org/10.4324/9780203831564

[66] Smith, S. J. and Okolo, C. M. (2010) ‘Response to Intervention and the world of low-resource schools’, Assessment for Effective Intervention, 35(2), pp. 67–75.

[67] Tomlinson, C. A. (2014).The differentiated classroom: Responding to the needs of all learners, 2nd ed., ASCD.

[68] Tomlinson, C. A. and Imbeau, M. B. (2010).Leading and managing a differentiated classroom, ASCD, Alexandria, VA.

[69] Topping, K. J. (2005) ‘Trends in peer learning’, Educational Psychology, 25(6), pp. 631–645. DOI: https://doi.org/10.1080/01443410500345172

[70] UNESCO (2015) Rethinking education: Towards a global common good? UNESCO Publishing, Paris.

[71] UNESCO (2015).Education for All 2000–2015: Achievements and Challenges, UNESCO Publishing.

[72] Vavrus, F., Thomas, M., and Bartlett, L. (2011). Ensuring quality by attending to inquiry: Learner-centered pedagogy in sub-Saharan Africa (p. 2011). Addis Ababa: UNESCO-IICBA.

[73] Vygotsky, L. S. (1978).Mind in society: The development of higher psychological processes, Harvard University Press, Cambridge, MA. DOI: https://doi.org/10.2307/j.ctvjf9vz4

[74] Westwood, P. (2013).Inclusive and adaptive teaching: Meeting the challenge of diversity in the classroom, Routledge, London. https://doi.org/10.4324/9781351061261

@article{1714176,
      author = {Mforchive Abdoulaye Bobga, Kenneth Boakye, Chuks Sunday Ogbona, Thomas Jerome Yeboah},
      title = {Pedagogical Strategies for Teaching Students with Learning Difficulties in Resource-Constrained Schools},
      journal = {Iconic Research And Engineering Journals},
      year = {2018},
      volume = {2},
      number = {4},
      pages = {173-194},
      issn = {2456-8880},
      url = {https://www.irejournals.com/formatedpaper/1714176.pdf},
      abstract = {This study critically examines pedagogical approaches that promote equitable learning for students experiencing learning difficulties within resource-limited educational contexts. The central purpose of the investigation was to evaluate inclusive teaching frameworks and strategies that enable teachers to effectively support diverse learners despite systemic and infrastructural constraints. Employing a comprehensive review-based methodology, the paper synthesizes theoretical perspectives, empirical findings, and policy insights from global and African contexts, thereby establishing a nuanced understanding of inclusive education as both a pedagogical philosophy and a developmental necessity. The findings reveal that inclusive pedagogy thrives where teachers possess the professional competence, adaptability, and reflective capacity to respond to varied learner needs. Key strategies such as differentiated instruction, individualized learning plans, and cooperative learning are identified as practical mechanisms for enhancing participation and achievement among learners with difficulties. Furthermore, the study emphasizes the creative use of low-cost teaching aids and community partnerships as essential tools for sustaining inclusion in environments characterized by material scarcity. Teacher professional development and supportive leadership structures are also underscored as critical to the long-term success of inclusive education initiatives. The paper concludes that inclusive education transcends classroom practice, representing a systemic commitment to equity and social justice in schooling. It recommends that educational policymakers prioritize teacher training, curriculum flexibility, and community engagement to bridge the persistent gap between policy aspirations and implementation realities. Ultimately, the study affirms that the realization of inclusive education in resource-constrained settings requires innovation, collaboration, and sustained investment in teacher capacity—elements indispensable for transforming educational systems into truly inclusive learning environments.},
      keywords = {Inclusive Pedagogy, Learning Difficulties, Differentiated Instruction, Teacher Professional Development, Educational Equity, Resource-Constrained Schools},
      month = {October},
      doi = {https://doi.org/10.64388/IREV2I4-1714176}
  }