Slow Learners: Are Educators Leaving Them Behind?

Abstract

This study compared the school performance of a sample of slow learners who qualified for special education as learning disabled with a sample of slow learners who did not qualifyfor special education. The intent of the study was to determine which group of slow learners was more successful in school in order to know if special education or regular education is the most beneficial educational "placement" for the slow learner Findings suggest that neither group of slow learners is successful in school; both are doing remarkably poorly. Given this outcome, it is imperative that educators find the courage to acknowledge the plight of slow learners. Educational alternatives are required to prevent slow learners from continuing to fall through the cracks.

Clinical and psychoeducational profile of children with borderline intellectual functioning

“…1,2 Although slow learners comprise up to 7% of the school-going population, few studies have been conducted to identify their problems. [2][3][4] It is well known that intelligence (measured as IQ) is one of the important prognostic variables in the academic outcome of children. 5 Slow learners lag behind in the regular classroom as the speed and methods of teaching is inappropriate for their learning ability.…”

“…5 Slow learners lag behind in the regular classroom as the speed and methods of teaching is inappropriate for their learning ability. 4 Slow learners are unable to achieve the academic standards as expected for average students (IQ 85-109) for passing their examinations. 4 It is known that many slow learners attending regular mainstream schools are able to achieve adequate academic competence provided they also receive "additional individualized education".…”

The “Slow Learner” as a Mediated Construct

“…Had she tested in this range initially she never would have been sterilized (Keith, 2011 Though valued more highly than those with intellectual disabilities, educational discourse and policy certainly does not suggest that slow learners are highly valued. In Alberta, slow learner students are named as 'at-risk', and it is deemed that educational programming with a vocational emphasis was and is the best fit for them (Alberta Education, 1988;Kaznowski, 2004;Knobbe, 1978). Like the old English charity workhouses, this sort of programming is framed as a benevolent attempt to provide those who face hardship (academic hardship in this case) with the training necessary to function in society.…”

“…This might also be seen as a pyric victory for these students and the teachers who work with them as special education programming for categorized learners, recently, has involved legally mandated supplemental funding, alternative assessment accomodations, and attempts at (Claypool, Murusiak, & Janzen, 2008;Kaznowski, 2004;King, 2006). The exclusion of "slow learner" from categories of disability, even as educationalpsychological discourse predicts that students of this level of intellectual functional may struggle may be more than a statistical accident.…”

“…Geometry to Slow Learners (Ellis, 1986) there is very little recent published research available about this category of student (Kaznowski, 2004).…”