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Article Title: The Dominant Methods Teachers Use In Assisting Pupils With Learning Difficulties In Public And Private Primary Schools In Awka-South Local Government Area, Anambra State, Nigeria
by Onwuka. N., Obidike N. D. and Okpala O. P.

Abstract:
Special education sprang from general education so that people with learning difficulties could also have meaningful education which the general classroom could not offer. As a result, teachers witness diversified learning difficulties and choose the methods deemed fit to help these pupils achieve their potentials. Even though the intention of the government for these pupils is that they develop their fullest potentials but, its strategies for achieving these aims seem to be unproductive. Therefore, for them to learn in an inclusive setting, which is the accommodation of those with and without special needs in the general classroom, the teacher has to implement the proven methods in their individual learning as learning difficulties are not always congenital but can also be as a direct result of certain environmental exigencies such as ill-timed identification, negligence and the dominant methods used by teachers. Teachers need a variety of appropriate methods to meet the diverse needs of learners in the classroom. The use of these methods will help the learners to learn effectively and actualize their potentials to the fullest. This is because the use of developmentally appropriate method for children will help to produce responsible proactive learners for the society. The concern of this paper is to show the dominant methods teachers use in assisting pupils with learning difficulties.

Keywords: dominant methods; learning difficulties; pupils; assisting, teachers

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