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

• Author(s): Mforchive Abdoulaye Bobga; Kenneth Boakye; Chuks Sunday Ogbona; Thomas Jerome Yeboah
• Paper ID: 1714176
• Page: 173-194
• Published Date: 31-10-2018
• Published In: Iconic Research And Engineering Journals
• Publisher: IRE Journals
• e-ISSN: 2456-8880
• Volume/Issue: Volume 2 Issue 4 October-2018

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

Citations

IRE Journals:
Mforchive Abdoulaye Bobga, Kenneth Boakye, Chuks Sunday Ogbona, Thomas Jerome Yeboah "Pedagogical Strategies for Teaching Students with Learning Difficulties in Resource-Constrained Schools" Iconic Research And Engineering Journals Volume 2 Issue 4 2018 Page 173-194 https://doi.org/10.64388/IREV2I4-1714176

IEEE:
Mforchive Abdoulaye Bobga, Kenneth Boakye, Chuks Sunday Ogbona, Thomas Jerome Yeboah "Pedagogical Strategies for Teaching Students with Learning Difficulties in Resource-Constrained Schools" Iconic Research And Engineering Journals, 2(4) https://doi.org/10.64388/IREV2I4-1714176