Abstract
The current study examined the pedagogical techniques used by teachers to assist learners with special needs in raising their reading and numeracy levels. The purpose of the current study's qualitative research approach was to examine the teaching strategies that teachers employ to instruct students in language and mathematics through classroom observations. A focus group discussion was then held to identify the issues with literacy and numeracy that learners were experiencing. These exercises are often used to instruct slow learners. The findings showed that the majority of pupils struggle with literacy (spelling, reading difficult words, and writing long words) and numeracy (counting, subtraction, multiplication and divide). This study is a Phenomenology which deals with the real experiences of the participant, the participants were selected through purposive sampling by choosing a set of teachers who fit certain criteria from a school, a total of 7 participants were willing to participate in this study. Each and every answer that was provided by the participants were thoroughly read and analysed. The notable results from the participants consisted of bleak and negative experiences, most of the participants stated that their student’s academic knowledge is not up to the quality that they should have been at their grade level and age. This study recommends reconsidering a new pedagogical technique for enhancing reading and numeracy for slow learners as the conventional teaching practice was found to have little impact on children's abilities in these areas.
