Role of the teacher in helping Slow Learners

Role of the teacher in helping Slow Learners with special needs:

1.      Data Collection:

Maximum information about such children should be secured and their interests should be discovered.

2.      Special Classes:

Special classes for slow-learning children. 

3.      Partial Segregation:

It has been stated, “The children should be included in the total school set-up, regularly participating in assembly programmes, organized play, and other activities enjoyed by all children. “ The problems should be clearly explained.

4.      Short Assignments:

Assignments given to the students should be broken up into short and simple units.

5.      Drill Work:

Sufficient drill work should be done.

6.      Summarises:

Frequent summaries of the important points of discussion should be used.

7.      Praise:

Pupils should be praised occasionally when they have done their assignments well.

8.      Proper Evaluation:

Good set of tools should be provided for proper evaluation.

9.      Close Supervision:

Supervision should be very close.

10.  Audio-Visual Aids:

Auditory and visual aids facilitate learning among slow learners. 

11.  Opportunities for Creative Expression:

Opportunities should be provided to slow-learning children for expression of creativeness with their hands.

12.  Diagnostic Tests:

Diagnostic tests should be used in working with slow-learning children.

13.  Curricula According to Interests:

Courses and curricula should be selected by the students on the basis of aptitude, interest and need with the help of their counselors.

14.  Vocational Programmes:

Vocational programmes should not be forced upon slow-learners as such children do not always have the necessary  aptitude to acquire vocational skill.

15. Equality of Opportunity in Recreational Programmes:    

Recreational programme athletics, music, art, dramatics, etc., should be opened to all on an equal basis.

16. Remedial Teaching:

Remedial teachers may be appointed who meet such students twice a week.

17. Cooperation of All Agencies:

 All agencies engaged in the children’s welfare work should co-operate to help and guide slow learners.