An Investigation into Teaching and Learning Strategies that Promote Confidence in Students with Learning Disabilities.

Abstract

This thesis investigates the use of specific teaching and learning strategies used by teachers in Further Education (FE) to promote the confidence of students with learning disabilities. Students with Learning disabilities are more likely to suffer from issues relating to confidence than their peers without learning disabilities. Confidence is linked to academic achievement and there are specific teaching and learning strategies that can be used to promote confidence. Within this research, the situational context of learning disability within further education is established in relation to demographics and policy. Confidence is discussed and how it relates to learning disability. Teaching and learning strategies that are proven to promote confidence in students with learning disabilities are ascertained based on the findings of the research. All the above is discussed throughout this research is based on an in-depth review of the literature and the analysis of interviews held with experienced teachers in further education. This research finds that there is inconsistency and incoherence in how policy is put into practice within further education in Ireland. The research findings may be used as a resource to contribute to raising awareness among teachers, that specific teaching and learning strategies can be used to have a positive impact on the confidence levels of students with learning disabilities, resulting in positive outcomes such as equity, equality and inclusion. Recommendations, based on the research undertaken, that would benefit students with learning disabilities have been put forward. Areas for further research are identified and outlined in chapter five.