Effectiveness of Performance Lag Address Programme for Children with Learning Disabilities in Nyanga District Primary Schools

Abstract

This ethnographic case study is part of the larger study carried out by the principal author on the evaluation of the effectiveness of Performance Lag Address Programme (PLAP) for learners with learning disabilities (LDs) in Nyanga District in Zimbabwe. Three primary schools and Nyanga Education District Office were purposively selected to participate in the study. The sample comprised one remedial tutor from the district office, three school heads and twelve junior class teachers, from each of the three participating schools. Data were collected through interviews, focused group discussions and document analysis. The study revealed that the PLAP programme did not effectively address learning achievement gaps for learners with LDs. Teachers and school heads were not fully committed to effective implementation of PLAP as an all-inclusive programme. The study also revealed that the programme lacked proper monitoring, supervision and a clear cut operational theoretical framework for learners with LDs. The study recommended that assessment of learners with LDs should specify the nature and cause(s) of the learners’ performance lag and should be done by specialists. Also instruction should be socially oriented to achieve meaningful or purposeful learning. The study also recommended that PLAP should be closely monitored and supervised by both the inspectorate and the special needs departments so as to be effective.