Institutional Repository

A responsive curriculum adaptation for foundation phase learners with a mild intellectual disability in a disadvantaged village in Mpumalanga Province

Show simple item record

dc.contributor.advisor Moll, A. M. (Anthony Maurice)
dc.contributor.author Msipha, Zenzile
dc.date.accessioned 2014-08-06T06:17:33Z
dc.date.available 2014-08-06T06:17:33Z
dc.date.issued 2013-11
dc.identifier.citation Msipha, Zenzile (2013) A responsive curriculum adaptation for foundation phase learners with a mild intellectual disability in a disadvantaged village in Mpumalanga Province, University of South Africa, Pretoria, <http://hdl.handle.net/10500/13757> en
dc.identifier.uri http://hdl.handle.net/10500/13757
dc.description.abstract Many learners failed at school and were often causing over identification of learners with a mild intellectual disability. A national intervention, the Foundations for Learning was regarded as a national curriculum adaptation that addressed many learning needs. The aim of the study was to investigate the responsiveness of the Foundations for Learning in meeting the mathematics educational needs of Foundation Phase learners with a mild intellectual disability who lived in a disadvantaged village in Mpumalanga Province. A survey involving 39 teachers was conducted in the village and data was collected using a questionnaire. The main findings were that the national curriculum adaptation was significantly responsive and promoted mathematics achievement of some of the learners with a mild intellectual disability. The recommendations included that teacher informal identification of learners with a mild intellectual disability needed to be followed by formal assessment by psychologists and support from the District Based Support Team. en
dc.format.extent 1 online resource (xi, 150 leaves) : ill. (some col.)
dc.language.iso en en
dc.subject Inclusive education en
dc.subject Mild intellectual disability en
dc.subject Screening en
dc.subject Identification en
dc.subject Assessment and support (SIAS) strategy en
dc.subject Mathematics en
dc.subject National curriculum adaptation en
dc.subject Foundations For Learning (FFL) en
dc.subject National Curriculum Statement (NCS) en
dc.subject Curriculum Assessment Policy Statements (CAPS) en
dc.subject Foundation phase en
dc.subject Disadvantaged village en
dc.subject.ddc 372.7096827
dc.subject.lcsh Mathematics -- Study and teaching (Primary) -- South Africa -- Mpumalanga -- Case studies
dc.subject.lcsh Children with mental disabilities -- Education (Primary) -- Curricula -- South Africa -- Mpumalanga -- Case studies
dc.subject.lcsh Inclusive education -- South Africa – Mpumalanga -- Case studies
dc.subject.lcsh Curriculum planning -- South Africa – Mpumalanga -- Case studies
dc.subject.lcsh Poor children -- Education (Primary) -- South Africa -- Mpumalanga -- Case studies
dc.subject.lcsh Rural children -- Education (Primary) -- South Africa -- Mpumalanga -- Case studies
dc.title A responsive curriculum adaptation for foundation phase learners with a mild intellectual disability in a disadvantaged village in Mpumalanga Province en
dc.type Dissertation en
dc.description.department Inclusive Education en
dc.description.degree M. Ed. (Inclusive Education)


Files in this item

This item appears in the following Collection(s)

Show simple item record

Search UnisaIR


Browse

My Account

Statistics