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Original Research
Adaptation of the curriculum for the inclusion of learners with special education needs in selected primary schools in the Fort Beaufort District
African Journal of Disability | Vol 6 | a377 |
DOI: https://doi.org/10.4102/ajod.v6i0.377
| © 2017 Toyin M. Adewumi, Symphorosa Rembe, Jenny Shumba, Adeola Akinyemi
| This work is licensed under CC Attribution 4.0
Submitted: 10 April 2017 | Published: 11 October 2017
Submitted: 10 April 2017 | Published: 11 October 2017
About the author(s)
Toyin M. Adewumi, School of Further and Continuing Education, Faculty of Education, University of Fort Hare, South AfricaSymphorosa Rembe, School of Further and Continuing Education, Faculty of Education, University of Fort Hare, South Africa
Jenny Shumba, School of Further and Continuing Education, Faculty of Education, University of Fort Hare, South Africa
Adeola Akinyemi, School of Further and Continuing Education, Faculty of Education, University of Fort Hare, South Africa
Abstract
Background: There is need for ‘high-quality’ teachers who are equipped to meet the needs of all learners through provision of education for an inclusive society according to equal opportunities to all.
Objective: This paper investigates pockets of good practice in the adaptation of the curriculum for the inclusion of learners with special education needs (SEN) in selected primary schools in the Fort Beaufort District.
Method: The study adopted a qualitative research approach and employed a case study design. Eight teachers and 10 principals from 10 selected primary schools, 4 education district officials and 1 provincial official were interviewed. Purposive sampling was used to select the participants. Data were collected using document analysis and semi-structured interviews and were analysed thematically.
Result: The study established that teachers use methods relating to different teaching strategies, individual work, group work and extra work.
Conclusion: It was concluded that there are pockets of good practice of inclusion policy such as the use of different teaching strategies, individual work, group work and extra work for inclusion of learners with SEN in some of the selected primary schools in the poor rural context. The paper recommends adequate training for teachers in curriculum adaptation in order for all teachers to accommodate learners with SEN.
Objective: This paper investigates pockets of good practice in the adaptation of the curriculum for the inclusion of learners with special education needs (SEN) in selected primary schools in the Fort Beaufort District.
Method: The study adopted a qualitative research approach and employed a case study design. Eight teachers and 10 principals from 10 selected primary schools, 4 education district officials and 1 provincial official were interviewed. Purposive sampling was used to select the participants. Data were collected using document analysis and semi-structured interviews and were analysed thematically.
Result: The study established that teachers use methods relating to different teaching strategies, individual work, group work and extra work.
Conclusion: It was concluded that there are pockets of good practice of inclusion policy such as the use of different teaching strategies, individual work, group work and extra work for inclusion of learners with SEN in some of the selected primary schools in the poor rural context. The paper recommends adequate training for teachers in curriculum adaptation in order for all teachers to accommodate learners with SEN.
Keywords
challenge; good practice; learner; qualitative research; teacher
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