ABSTRACT
Children with specific learning difficulties face different challenges in their learning. Their areas of difficulty also vary in nature. This chapter is based on a study conducted between June and July 2016. It aimed at examining the effectiveness of the special class model in improving the learning outcomes of primary school children with specific learning difficulties in Hwange urban in Zimbabwe. Data were collected through interviews with selected heads of schools and the District Remedial Tutor, focus group discussions with selected teachers and learners in the special class and those who had graduated from that class. These gave an insight into the success of this model in the district as participants gave their opinions and experiences in the field. A content thematic analysis was used for data analysis. The study established that there are several factors that either facilitate or hinder the effectiveness of the special class model. Such factors include the understanding of the special class model, eligibility of learners into the model as well as challenges in implementing the model. These have implications for learning outcomes of children with specific learning difficulties.
