Slow learner segregation

1960
australia

Slow learner segregation refers to the practice of separating students with learning disabilities or difficulties from their peers in educational settings. This can take various forms, such as placing these students in separate classrooms or schools, or providing them with different curriculum and teaching methods.

Segregation of slow learners can have negative consequences on their overall academic and social development. It can create a sense of isolation, low self-esteem, and limited opportunities for learning from peers. Segregated settings may also offer limited resources and support for these students, hindering their progress and limiting their potential.

In recent years, there has been a shift towards inclusive education, which aims to provide equal opportunities for all students, including those with learning difficulties. Inclusive education promotes the inclusion of students with diverse abilities in mainstream classrooms, with appropriate supports and accommodations.

Research has shown that inclusive education has benefits for both students with learning difficulties and their peers. It promotes social integration, enhances self-esteem and social skills, and fosters positive attitudes towards diversity among all students. By providing appropriate support and accommodations, inclusive education can help slow learners reach their full potential and succeed academically and socially.

Further reading

Miki Y. (1961) "Symposium: The slow learner segregation or integration?: 11. special classes in japan", The Slow Learning Child, 7(3), pp. 139-141. . DOI: 10.1080/0156655610070302

Hamilton S.S.P. (1960) "Symposium: The slow learner segregation or integration?: 6 special classes for backward children in new zealand", The Slow Learning Child, 7(2), pp. 76-80. . DOI: 10.1080/0156655600070202

Piddington L.S. (1960) "Symposium: The slow learner segregation or integration?: 1. the problem", The Slow Learning Child, 7(1), pp. 4-10. . DOI: 10.1080/0156655600070102