Qualitative meta-analysis uncovers unique needs of slow learners, suggesting improvements in counseling and collaboration.
Key Points
Slow learners face emotional and social challenges distinct from those with intellectual disabilities, highlighting the need for tailored support.
The analysis identified four central themes related to slow learners' experiences and suggested enhancing community connections and interdisciplinary collaboration.
Counseling and intervention programs positively impacted slow learners, yet limitations such as insufficient counseling time were significant issues.
Recommendations include establishing legal foundations for support and fostering cooperation between families and educational institutions.