Search this journal:     Advanced search
Original Research

Adaptation of the curriculum for the inclusion of learners with special education needs in selected primary schools in the Fort Beaufort District

Toyin M. Adewumi, Symphorosa Rembe, Jenny Shumba, Adeola Akinyemi

African Journal of Disability; Vol 6 (2017), 5 pages. doi: 10.4102/ajod.v6i0.377

Submitted: 10 April 2017
Published:  11 October 2017

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.

Full Text:  |  HTML  |  EPUB  |  XML  |  PDF (1MB)

Author affiliations

Toyin M. Adewumi, School of Further and Continuing Education, Faculty of Education, University of Fort Hare, South Africa
Symphorosa 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

Keywords

challenge; good practice; learner; qualitative research; teacher

Metrics

Total abstract views: 276
Total article views: 370

Cited-By

No related citations found

Comments on this article

Before posting your comment, please read our policy.
Post a Comment (Login required)


ISSN: 2223-9170 (print) | ISSN: 2226-7220 (online)

Connect on: Facebook, Twitter, Google+, LinkedIn and YouTube

Subscribe to our newsletter

All articles published in this journal are licensed under the Creative Commons Attribution 4.0 International (CC BY 4.0) license, unless otherwise stated.

Website design & content: ©2017 AOSIS (Pty) Ltd. All rights reserved. No unauthorised duplication allowed.

AOSIS Publishing | Empowering Africa through access to knowledge
Postnet Suite #110, Private Bag X19, Durbanville, South Africa, 7551
Tel: 086 1000 381 
Tel: +27 21 975 2602 
Fax: 086 5004 974

publishing(AT)aosis.co.za replace (AT) with @

Please read the privacy statement.