Developing a model for resource room training for slow learners in normal schools

BACKGROUND: A significant number of children with scholastic backwardness in normal schools are slow learners. The aim of the present study was to evaluate the effectiveness of an individualized education program (IEP) for slow learners, modeled on resource room training in normal schools. MATERIALS AND METHODS: 15 children with IQ in the 70–90 range were given individualized education for a period of 4 months. The children were divided into three equal groups and were given individualized training in reading, writing and mathematics for 5 hours a week in two sessions. The academic level of each child was rated before and after the training program by independent assessors. RESULTS: After the training, 87% of children had improvement in either mathematics, reading or writing and 47% had improvement in all the three areas. The overall academic improvement was statistically significant. CONCLUSION: IEP will lead to improvement in academic functioning of children who are slow learners.