Educating Children with Learning Disabilities in Africa

Abstract

The increase in the number of slow learners and children with learning disabilities in schools in Africa has become a major issue and concern. The situation is reflected in various schoolleaving examinations, where an average of 30 percent of the results are below average or failures each year. Although there are no statistical records available in most African countries on the number of children and youth with learning disabilities, it is believed that about 8 percent of the students in school are experiencing learning difficulties in the classroom. Diverse factors contribute to the large number of school difficulties, including overcrowded classrooms, poverty, health issues, shortages of experienced teachers, traditional beliefs, lack of teaching materials, school expectations, and motivational issues. I examine the state of education for students with learning difficulties in Africa, focusing especially on Botswana but also including information from other countries, and consider the concept, prevalence, causes, provision of services, and difficulties in providing effective services for children with learning disabilities.

Teacher Effectiveness in Adapting Instruction to the Needs of Pupils With Learning Difficulties in Regular Primary Schools in Ghana

“…It is noted that African experts in the field of special and inclusive education do not have their own definition of LD (Abosi, 2007). However, they have their own local terminologies describing individuals who exhibit characteristics and symptoms of LDs (Agbenyega, 2007;M.…”

“…Among the Dagbambas and some communities in the northern region of Ghana, Zu'kpinglana and Zuuku (deadhead and empty-head) are used for children who manifest difficulties in learning basic social skills, basic calculations, difficulties in organizing their daily activities, and adjustment difficulties. Abosi (2007) states that pupils with LDs in Africa are those . .…”

An evaluation of policies and programmes related to children with disabilities in Botswana

“…Children with disabilities require a well-planned, meaningful intervention (Abosi 2007) because they have both physical and psychological challenges that require special attention from schools and society. In his study on disability in African countries, Abosi (2007) estimates that 8% of students in schools are experiencing learning difficulties in the classroom. Such children need to be identified and provided with special attention by qualified teachers for special education.…”

Teaching Children with Learning Difficulties via Community-Based Rehabilitation Projects in rural Sri Lanka

“…who experience learning difficulties independent of obvious physical defects such as sensory disorders. … such children have the ability to learn but it takes them a longer time to comprehend than the average child" (Abosi, 2007). In UK, although the joint term Learning Difficulties and Disabilities (LDD) is recommended, adults with LDD prefer the term Learning Difficulties (Abbott, 2007).…”

“…Studies indicate that complications during pregnancy and birth, insufficient early experiences and stimulation, poor or inadequate instruction, long absences from school due to illness, unfavourable school and home conditions and emotional barriers contribute significantly towards LD (Kar, 2003). Other studies identify school factors: teaching methods, teacher attitudes, culture, language of instruction; home-related factors, factors within the child, environmental changes, air pollutants and food additives as potential causes of LD (Ellis, 2005;Abosi, 2007;Kuyini and Abosi, 2011).…”