3. INTRODUCTION-
• Slow learners are those whose learning
pace is slower than their peers. They are
not disabled that they need special
education.
4. Definition-
• Kirk (1949)- “The term slow learners should be referred to as children of relatively low
intelligence having an IQ of approx. 75-90.”
• Texas Education Agency (1989)- “The slow learners are students who have additionally
met with the failure in school whose intellectual functioning level is 70-79 has affected
their ability to keep up with the pace.”
• Carroll (2004)- “Slow learners are students with below-average cognitive abilities and
who struggle to cope with the traditional academics of the regular classroom.”
• Burnt (1937)- “The term backward or Slow learners referred to those children who are
unable to cope with the work normally expected of their age group.”
5. Characteristics-
• The IQ level of slow learners is between 70-85.
• They have low self-esteem.
• They lack confidence and tend to be disorganized and get
easily frustrated.
• They usually have poor social skills.They are self-conscious,
tend to daydream a lot and love to spend time in solitude.
• They find it hard to express themselves verbally.
• They have difficulty in understanding complex things.
6. • Deficiency in basic skills like reading, and writing.
• May have poor reasoning skills.
• They often have a short attention span, and they get
distracted easily.
• Difficulty in connecting and transferring the information
learned in one situation to another.
• They may never seem to be on the same material as
others.
• Usually such students remain in the same class for a
few years.
7. How to identify them?
• Observation- Observation of children’s behaviour by the teacher as well as experts
may help in identifying slow learners. This observation may be done under simple as
well as controllable conditions. While observing children’s behaviour, a strict watch
can be kept for their reaction to various situations. A child’s behaviour is not only
observed in the classroom but also on the playground, at home, in the group, etc.
• Case Study Method-The history of the child, his family, his early life, and his home
environment are revealed. Through this method, psychologists also try to study the
learning difficulties, adjustment problems, and behavioural problems of a child. This is
a long drawn process and psychologists undergo a strain in interviewing such
children, their relatives, and parents at short or long intervals.
• Scholastic Tests-Evaluation or deficiencies in school achievement can be possible
through scholastic tests. These tests can throw light on areas like arithmetic, reading,
spelling, composition, writing, language, and comprehension.
8. • Intelligence Test-Through the use of standardized intelligence tests the intellectual
level of children can be assessed. Both verbal intelligence tests and non-verbal tests
can be used for this purpose. A single test is not sufficient to bring out the full picture
of the mental capacities of a child. An expert can get a true picture of the mental
capacities of backward children by giving many intelligent tests.
9. Role of the teacher to handle slow
learners-
• Slow learners are very conscious about themselves and they are very
well aware of their weaknesses, so the first duty of the teacher is to
build up their confidence among them.
• Provide a very conducive environment to prevent distraction.
• Ask questions according to their learning capabilities.
• Be accessible to them.
• Be patient with them.
• Give them positive immediate feedback.
• Separate timetable example 4-7 extra classes can be scheduled for
them.
10. • Teachers should also find the reason behind their weaknesses.
• Show special attention to them in a way that other classmates
would not notice.
• Never make them feel neglected or unwanted in a classroom.
• Encourage them to explore their interest.
• Motivate them to ask questions don’t make them feel stupid if
they ask very simple or basic questions.
• Use repetition and drill practice.
• Maintain cordial relationships with parents.
