Coping with learning difficulties in year 4

Abstract

This study focuses on children with learning difficulties, who had received support during their third year at Primary School, and were then placed in a mixed-ability class (Year 4), where no special provisions were available. The main research tools used were participant observation and interviews. Through a series of observation sessions in a number of Year 4 classes, children with learning difficulties were seen in action, as they tried to cope with the demands of a mainstream class, and similarly, class teachers were also observed in their efforts to cope with the needs of these children. This information was supported by interviews carried out with Heads of schools, class teachers and support teachers, as well as with the children themselves. Data analysis is presented in three parts: the first is concerned with the schools, where the focus is on the opinions and beliefs of members of staff about the causes and effects of learning difficulties, ways and means to tackle them, and the results of the existing learning support service; the second deals with the situation in Year 4 classes, with both children and teachers trying to cope without any particular assistance; and the third treats the children themselves, with their own views and opinions about school life, classroom demands and the learning support provision. After discussing these results, the researchers present their own recommendations to improve the situation.