STRATEGIES FOR IDENTIFYING AND IMPROVING PRIMARY SCHOOL PUPILS WITH LEARNING DISABILITIES IN AWKA EDUCATIONAL ZONE OF ANAMBRA STATE

Abstract

This study examined the strategies for identifying and improving primary school pupils with learning disabilities in Awka Educational Zone of Anambra State. Four research questions guided the study. Descriptive survey design was adopted for the study. The population of the study comprised of one hundred and thirty six (136) guidance counsellors and para-counsellors in Awka Educational Zone of Anambra State. Data were collected through direct method, and the instrument for data collection was a 40-item questionnaire developed by the researchers which was duly validated by two experts from the Department of Guidance and Counseling and an expert from measurement and evaluation, all from Nnamdi Azikiwe University, Awka. The data collected were analyzed using Arithmetic mean. The results indicated that out of all the 40 strategies that were presented for both identification and improvement of learning disabilities by both counsellors and para-counsellors in primary schools, thirty three (33) strategies were accepted some of which included calling pupils to read before the class row by row, inviting pupils to answer questions before the class, keeping pupils with learning disability in the front seats, amongst others. Moreover, seven (7) strategies were rejected some of which included always checking the consistency with which pupils complete their tasks, giving pupils motivating and stimulating story books to read, and shouting praise of good performance to encourage those who are not doing well, amongst others. The researchers recommended among others that the government and the ministry of education should support counsellors by providing amenities and environment suitable for counselling the pupils in primary schools.