Analysis of learners’ cognitive competences and the effective teaching of pupils with learning disabilities:A case study of hope academy nursery and primary school in Buea Fako sub- division of Cameroon

Abstract

The study set out to analyse the cognitive competence of children (7years and above) as a basis for the effective teaching of children with learning disability. The study examined the extent to which the analysis of pupils' executive function and visual perception competences influence the effective teaching of children with learning disability. A pre-test post-test quasi- experimental research design was used and participants were selected purposively. A sample size of 10 pupils with learning disability was used. A diagnostic test and an observation checklist with items corresponding to the needs of the pupils was used to analyze pupils’ cognitive competences while a written test was used to establish the extent of teacher effectiveness. A reliability test was conducted to assess internal consistency using the Cronbach’s Alpha coefficient reliability analysis which stood at 0.84. Data collected from the field were subjected to both descriptive and inferential statistics. Findings showed that both executive functions and visual perception analysis have a significant influence on the effective teaching of reading and writing to children with learning disabilities. Recommendations included the fact that policies and proper mechanisms be put in place to ensure that teachers are adequately trained and equipped with modern teaching and learning strategies that will enable them accommodate learners with learning disability