My Experience on Slow learning
When researcher was on her teaching practice (practicum) She observed that many of the students could not interest on studies and took a lot of time to understand new topics/ things in some subjects specially math’s.
The students faced difficulties in the subject of mathematics and they have particularly difficulties with place value, calculating sums and understanding using basic four processes.
They're quite normal but simply the main thing is interest (Telecsa, Slaton, & Stevens, 2001) after few days of my observation she’s was trying to manage with them as a Teacher and being a Prospective or Student Teacher it's her duty to spent most of time with them and let know my Students very well, in a better way, through then she became able to elaborate them, they share many things with me and her students taught researcher how to teach, some of them have excellence skills of drawing and they're very much found of making creative things she also realize that they have good skills of social interaction with me ,as well as people which are all around with their environment, but simply they have hesitation and some of them have economical, family issues , and some have defects like eye weakness, voice/ vocal problems, so these all issues made them slow and turn their minds towards below average students/ retarded learners.
When the issue comes to slow learners, Vygotsky’s Zone of Proximal Development Theory (1978) becomes very relevant. Slow learners’ own achievement is usually depressing and they need help from other people. In cooperative environment working and interacting with more capable people, for example in classroom interaction with the Math's teacher, they get an opportunity of developing inherent abilities through exploration of their potentials and intelligence (Berk & Winsler, 1995; Reddy & Ramar, 2006).
In inclusive education learners can learn every skill with special educational needs in regular educational sites (United Nations, 2003). The Dakar Framework for Action states that Inclusive education is usually or exactly related to normal contribution of students with characterized such as exceptional learning requirements (UNESCO, 2000)
