Factors Affecting Pupils With Specific Learning Difficulties In The Learning Of English Language In Lugari South Zone, Lugari District Western Province-Kenya

BSTRACT

The purpose of the research was to establish the factors affecting the learning of English

language by learners with specific learning difficulties (SLD) in the three selected

schools.

There were about nine classes which were involved to represent the fifteen classes in

the school representing regular schools in the district.

The researcher targeted two learners from each class. Fortunately all of them filled and

returned the questionnaire since the researcher was in that school and could easily do

the follow up. The researcher also targeted a sample population of ten teachers

teaching English language from different classes in that school. They all co-operated

and responded very well.

During the research, qualitative approach was preferred by the researcher.

Questionnaires were used as the instruments of collecting data. Three types of

questionnaire were used. One was meant for the learners another one for the head teacher

and the other one was for the subject teachers'.

From the findings of the research, it was established that learners with specific learning

difficulties face problems in regular schools. They include lack of especially trained

teachers in special needs education, negative attitudes by the teachers and other learners,

lack of adequate learning methods used by the teachers. These learners also have negative

attitude towards themselves.

The researcher therefore suggests steps that can be undertaken to improve the academic

Achievements in English language of the learners with specific learning difficulties in

regular schools.

V

The suggestions included creating, guiding and counseling learners with specific learning

difficulties as well as other learners and teachers.

The government to train more teachers in specific needs education, provision of adequate

learning resources and teachers to use appropriate teaching methods.

Finally, the researcher suggests that teachers endeavour to network and collaborate

among themselves and other stakeholders to support learners with specific learning difficulties in English language and in all other subjects. All learners with special needs need to be supported in all ways in order to benefit from free primary education in an inclusive setting.