Teaching Learners with Reading and Writing Problems in the Classroom : An Interview Study with teachers in Norwegian schools

Abstract

The purpose of the study was to investigate the methods used to teach learners with reading and writing problem in an ordinary classroom. The main question of the study was: How are pupils with reading and writing problem taught in an ordinary classroom? From the main research problem were a number of sub questions, for example: how do teachers meet the needs of pupils with reading and writing problem? What kind of support do teachers give pupils with reading and writing problem in order to improve their academic achievements? A qualitative approach was used to study how these learners are taught in an ordinary classroom. Semi-structured interview guide was used to get answers to the research questions. Two experienced teachers who have taught learners with reading and writing problems in ordinary classes were interviewed. The teachers had no training in special needs education. The findings showed that they used different methods such as Multi- sensory approach which utilizes all senses to relay information to assist these learners. The teachers in this particular school seem to have taken keen interest in the well-being of the learners the taught. They also engaged the learners in social activities irrespective of their disabilities. It was also found that there is partial inclusion as most of the learners with reading and writing difficulties are usually withdrawn out of the classroom to be given individualized attention. This indicates that learners with special educational needs do not fully benefit in inclusive classrooms. It seems clear from the study that the efficiency of the management in the school is crucial for the whole school administration. In a learning institution, everyone has various roles and responsibilities and the head-teacher should ensure that a well-structured collaborative work is carried out by all staff for mutual benefits. So, all learners regardless of their differences should be able to access the opportunities. The role of the school thus is to value and treat its learners equally and to offer quality education to succeed. The educators should therefore see how best learners with reading and writing problems can benefit in an inclusive class without being separated from their peers.