Abstract:
Poor memory is one of the examples of learning difficulties in Malawi. Memory problems often
contribute to the cognitive defects that result in learning difficulties in children. Special Needs
Teachers assist learners with various challenges, including those with poor memory. This study intended to explore special needs teachers’ knowledge on poor memory as a learning disability, investigate the strategies special needs teachers apply when assisting learners with poor memory, and examine challenges special needs teachers encounter when assisting learners with poor memory.
The research had a sample size of four participants, who were four primary school special needs teachers. The study used constructivist research paradigm as it made use of teachers’
experiences and understanding of poor memory as a learning disability to respond to the
research questions. The researcher employed the qualitative research approach and selected the participants using purposive sampling. In addition to that, data was collected through semi- structured interviews, document analysis and lesson observation. The qualitative data collected was analysed through thematic analysis.
The research revealed that special needs teachers use a number of strategies when helping
students with poor memory such as chunking, group work and visual aids . However, some
strategies were effective to one teacher and ineffective to another, or effective in one lesson but ineffective in another. The ineffectiveness of some of the strategies were influenced by the teachers’ limited knowledge of the concept, poor execution of the strategies, lack of clarity, the complexity of the topic, high student teacher ratio and inadequate teaching and learning resources. Consequently, I argue that strategies alone without corresponding understanding of the disability and the provision of enough teaching and learning resources, teachers and a differentiated curriculum by the Ministry of Education cannot yield positive results.
