Exploring Pedagogical Approaches Used by Teachers for Learners with Intellectual Disabilities in Selected Schools of Luanshya District, Zambia

Abstract :

The study explored the pedagogical approaches used in teaching of learners with intellectual disabilities (IDs) in Luanshya district. The study employed the qualitative interpretivism research paradigm and a descriptive research design. The sample size involved 15 special education teachers. Homogeneous purposeful sampling procedure was used to select all the participants. The instruments for data collection were semi- structured interview schedule, FGDs and observation checklist. Qualitative data were analyzed thematically. The study found that some of the pedagogical approaches for learners with IDs were teaching methods, strategies and techniques. Examples of teaching methods included demonstration methods; question and answer and exposition. Examples of teaching strategies include discussion, task analysis; cooperative learning; individualized learning; one to one learning; field trips; pair work; story telling; role-play and using pictures for learning. Examples of teaching techniques included repetitions; coaching; hands-on and instructional prompts. The study also unveiled the barriers to successful implementation of the teaching strategies used by teachers for learners with IDs. These were lack of teaching skills among the teacher, inadequate teaching and learning materials for lesson delivery and unfriendly learning environments for learners with IDs, overcrowded classrooms, limited time for teaching and unmodified curriculum for learners. Schools made the following efforts to address the barriers: Having more CPDs to improve the teaching skills, consultations from colleagues, capacity-building teachers, improvisation of teaching and learning resources for delivery of lessons, provision of remedial works to all slow learners, engaging in writing books for learners with learners with IDs and increase the learning time for learners. Based on the findings of the study, it was recommended that MoE should provide schools with the necessary teaching and learning resources, support teachers engaged in writing books for learners with IDs, capacity build special teachers, improve the infrastructure in schools to address the challenges of overcrowdings and limited numbers of desks in the classrooms. Schools should engage in CPDs, teachers should engage in research practices and engage in consultations from colleagues.