Analysing the Perceptions of Teachers’ and Parents’ on the Causes and Consequences of Slow Learners’ Early Learning Difficulties in Karachi Pakistan

Abstract

The development of a nation cannot occur without first addressing the issues of education. Students can learn at varying speeds, from very quickly to quite slowly. Children who fall below the norm for their age group in terms of cognitive development are categorized as slow learners. They have trouble meeting the academic standards of a traditional classroom setting. Educators and researchers from all around the world are beginning to clarify the components of slow learning and conduct extensive studies on slow learners at all levels of schooling. This research looks at pre-schoolers who are slow learners in specific areas of Karachi, as well as the activities and beliefs of both parents and educators that contribute to the problem. The purpose of this research was to determine how teachers and parents perceived the problems and difficulties faced by slow learners and to identify potential solutions to improve their learning. To achieve the objective researchers employed qualitative research design and used a questionnaire to gather information from preschool educators and parents. Findings of the study highlight the importance of characteristics including memory impairment, lack of self-assurance, a lack of social support, and a hesitant disposition in causing learning difficulties. The importance of fostering in children a passion for learning is widely acknowledged by parents. A teacher's ability to provide a learning environment that caters to each student's unique needs and strengths is crucial to the academic success and happiness of slow learners. Unfortunately, there are times when this isn't feasible for a number of reasons. Further support for slow learners is found in individualized lesson plans, extended study periods, learning through projects, and the use of interactive media (such as games), oral instruction, and collaborative projects.