Enhancing Support for Slow Learners Evaluating Inclusive Education Models in Contemporary Classrooms

Abstract

Present study assesses the effectiveness of inclusive education frameworks in supporting slow learners, a student needs extra time and resources to achieve academic success. The objective is to include these students in regular classes to promote fairness and social unity. Qualitative research study supported by six teachers working in primary, elementary, and secondary institutions in Karachi. The data collected provided thematic analysis identifying key challenges, strategies, and impacts in the implementation of inclusive education toward children with learning difficulties. Findings also show that though the models of inclusive education may uplift the slow learners both in academic performance and self-esteem, their effectiveness depends on adequate resources, flexible curriculum, and comprehensive training for teachers. Individual education plans and differentiated instruction are also identified as important. Future research has to be based on longitudinal studies and comparative studies across different cultural contexts of inclusive education models with specific attention to teacher preparation and the perspectives of slow learners.