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Contrary to common belief, slow learners in the regular classroom are neither rare nor unique. The student commonly called a slow learner is one who cannot learn at an average rate from the instructional resources, texts, workbooks, and learning materials that are designed for the majority of students in the classroom.
These students need special instructional pacing, frequent feedback, corrective instruction, and/or modified materials, all administered under conditions sufficiently flexible for learning to occur. Slow learners are usually taught in one of two possible instructional arrangements: 1) a class composed mostly of average students, in which case up to 20%may be slow learners, or 2) a class specially designed for slow learners. Whether you meet slow learners in a regular class or special class, you will immediately feel the challenge of meeting their learning needs. Their most obvious characteristic is a limited attention span compared to more able students. To keep these students actively engaged in the learning process requires more than the usual variation in presentation methods (direct, indirect), classroom climate (co-operative, competitive), and instructional materials (films, workbooks, co-operative games, simulations). If this variation is not part of your lesson, these students may well create their own variety in ways that disrupt your teaching. Other immediately noticeable characteristics of slow learners are their deficiencies in basic skills (reading, writing, and mathematics),their difficulty in comprehending abstract ideas, and most disconcerting, their sometimes unsystematic and careless work habits. Compensatory Teaching Compensatory teaching is an instructional approach that alters the presentation of content to circumvent a student’s fundamental weakness or deficiency. Compensatory teaching recognizes content, transmits through alternate modalities (pictures versus words), and supplements it with additional learning resources and activities (learning centers and simulations, group discussions and co-operative learning). This may involve modifying an instructional technique by including a visual representation of content, by using more flexible instructional presentations (films, pictures, illustrations), or by shifting to alternate instructional formats (self-paced texts, simulations, experience-oriented workbooks). Remedial Teaching This is an alternate approach for the regular classroom teacher in instructing the slow learner. Remedial teaching is the use of activities, techniques and practices to eliminate weaknesses or deficiencies that the slow learner is known to have. For example deficiencies in basic math skills are reduced or eliminated by re-teaching the content that was not learned earlier. The instructional environment does not change, as in the compensatory approach. Conventional instructional techniques such as drill and practice might be employed.
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