Abstract
Recently, growing numbers of adult learners with learning disabilities have
been attending Higher Educational and Technical and Vocational
Education and Training (TVET) Colleges to improve employability (Davis,
2014). Adult learners diagnosed with dyslexia and attention deficit hyperactivity
disorder (ADHD) may experience the change from high school to
tertiary education as challenging. When facilitating teaching and learning
in an institution with high numbers of learners with learning disabilities,
appropriate academic and emotional support is paramount.
In aiming to explore the lived experiences of these learners, it was
necessary to determine how these learners found the learning
experiences as a whole in their learning environment. A qualitative design
that is descriptive and contextual was selected and individual interviews
were conducted. Field notes and a reflective diary were also coded using
thematic analysis.
Findings included learners feeling lost and isolated in the classroom as
well as losing confidence in being able to catch up work that was not
understood. They also alluded to the lecturers being ill-equipped to teach
learners requiring more remedial type assistance. Inadequate learning
material was also highlighted as problematic. The Student Support
Services were meeting the needs of these learners but they felt neglected
and isolated from the rest of the College.
There has been very little research in this particular field. It is anticipated
that the results will be able to assist with the formulation and
implementation of relevant and sufficient guidelines to assist learners with
learning disabilities to the best of their ability.
M.Tech. (Somatology)