A Study on the Directions to Support based on the Experiences of Slow Learners: A Qualitative Meta-Analytic Approach

Purpose: This study employed a qualitative meta-analysis approach to explore the experiences of slow learners, aiming to investigate their experiences and identify their needs and possible directions to support. Method: A qualitative meta-analysis was conducted using nine qualitative studies. The analysis utilized thematic analysis and inductive categorization methods to extract and organize four central themes and their corresponding sub-themes. Results: Slow learners were found to experience unique emotional and social challenges distinct from those of students with intellectual disabilities, in addition to difficulties in learning and cognition. While counseling and intervention programs showed positive effects, limitations such as insufficient counseling time, lack of professional personnel, and inadequate cooperation between families and schools were identified. Conclusion: The present study recommends the establishment of legal foundations, strengthening interdisciplinary collaboration, enhancing practitioner competencies, fostering family and community connections, and building a long-term case management system to support slow learners.