The challenges faced by children with specific learning difficulties in the ordinary classroom

Abstract

Children who have specific learning difficulties (SpLD) in reading and/or writing experience a great challenge in our Maltese schools because literacy skills are the basic tools across the curriculum. The main aim of this thesis was to identify and describe the various factors which were influencing the level of successful inclusion of Maltese students with SpLD. A multiple case study design was adopted. Five pairs of students, five with SpLD (three in primary and two in secondary schools) and five controls, were observed during six lessons. The students with SpLD, their parents and teachers were interviewed. A qualitative analysis of data showed that none of the children studied seemed to belong fully to their class. Level of inclusion was related to the adaptation of the curriculum and teaching to the students' individual needs and the availability of support by the teacher, peers and parents. A specialist programme was found to be effective in developing the students' literacy skills but could be more supportive with links to the children's classrooms. The study highlighted the need of providing more support to these children not only aimed to address their particular difficulties but also in creating a better environment in the classroom.